ABSTRACT
The Musical Futures approach could be traced to the 1960s, when the Nordic countries, particularly Sweden, implemented an education policy underpinned by the principle of the entitlement of each student to have his or her individual needs and interests recognized in schools. The majority of young people participating in the Musical Futures approach in England indicated that their musicianship had been enhanced as result of the program. Sixty-one percent agreed that they had achieved a great deal in their music lessons, while 52% indicated that their listening skills had improved. For many of the participating young people, there was a positive impact on their musical self-beliefs. One of the biggest challenges for the young people engaging with the Musical Futures approach was learning to work in teams. Participating in the Musical Futures approach gave the young people the opportunity to pursue their own musical interests and work independently.
