Why 1 in 3 Adults Regret Quitting Music
Big regrets: One in three adults wish they’d kept going with music, as A-level Music entries continue to fall
- New research finds 34% of UK adults wish they had continued making or studying music when they were younger — rising to 45% among 25–34-year-olds
- Final figures show 4,555 A-level Music entries in England in 2026, down 6.1% year on year and 51.9% since 2008
- Just 3% wished they had kept going with subjects including law, engineering or accountancy
One in three UK adults — the equivalent of almost 19 million people — wish they had kept going with music when they were younger, according to new research released as A-level Music entries continue their long-term decline.
The nationally representative survey of 2,000 UK adults, commissioned by chamber orchestra London Concertante, and conducted by OnePoll, found that 34% said they wished they had continued with at least one form of music, whether learning an instrument, singing, studying music as a subject, being in a choir or playing in a band, orchestra or ensemble.
Respondents were asked: “What, if anything, do you most regret giving up when you were younger? Select all that apply.”
By contrast, just 3% said they wished they had kept going with engineering, accounting or finance, economics, business studies or law.
The findings come as final figures published today show just 4,555 entries for A-level Music in England in 2026, down 6.1% from 4,849 last year, even as A-level entries overall increased by 2.7%. Music entries have more than halved since 2008, when there were 9,465.
Among adults overall, 21% wished they had kept learning a musical instrument, while 9% wished they had kept singing, 7% studying music as a subject, 7% being in a choir and 6% playing in a band, orchestra or ensemble.
Nearly half of young adults already wish they’d kept going with music
The research suggested the feeling was particularly strong among younger adults. 43% of 18–24-year-olds and 45% of 25–34-year-olds said they wished they had kept going with some form of music.
Among 18–24-year-olds specifically, 14% said they wished they had continued studying music as a subject, twice the national average of 7%.
There were also significant regional differences. Londoners were the most likely to wish they had kept going with music, at 45%, followed by people in Scotland at 41%.
Chris Grist, Artistic Director of London Concertante, said: “These results show a huge contradiction in society. Music is increasingly undervalued in education, yet it is also the number one thing people look back and regret giving up. People really do value music — it holds an incredibly important place in their lives. For years, we’ve placed enormous emphasis on STEM subjects. Of course they matter, but so do the arts.
“The whole ecosystem of classical music — the players and singers on stage, everyone working behind the scenes, and the audiences who come to listen — is built on foundations that are partly laid down at school. We need brilliant teachers and schools that give young people the chance to discover music in the first place.
“The Government has promised change, but after years of decline, what matters is whether that ambition actually translates into more young people studying and making music. This is an existential issue for our industry, and we urge the new Prime Minister and his Government to treat it with the seriousness it deserves.
“But it doesn’t end when you leave school. We see thousands of adults coming to London Concertante concerts in their forties and fifties who have never been to a classical concert before. Our mission is to give people a route back in — through music they already know and love, performed by world-class musicians. Nothing beats hearing great music performed live.”
The Music NET comprises respondents selecting at least one of the following: learning a musical instrument; singing; studying music as a subject; being in a choir; or playing in a band, orchestra or ensemble. As respondents could select more than one answer, individual categories should not be added together.
A-level Music entries in England have more than halved since 2008


Final JCQ figures published on 13 August 2026 show 4,555 A-level Music entries in England, compared with 4,849 in 2025, a year-on-year decline of 6.1%. Across all subjects, A-level entries increased by 2.7% in 2026.
Music entries have fallen from 9,465 in 2008 to 4,555 in 2026 — a decline of 51.9%.
Source: Joint Council for Qualifications, A level by subject, age, sex and country, 2026 (Table 1); Ofqual, A-level outcomes in England historical data.
JCQ results: https://www.jcq.org.uk/exam-results/
Accessed 13 August 2026.
Population estimate
The around 19 million figure extrapolates the 34% survey result to the UK adult population using ONS population estimates.
Source: ONS, Population estimates for the UK, England, Wales, Scotland and Northern Ireland: https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/populationestimates
London Concertante tours extensively across the UK and Ireland, performing in cathedrals, churches and historic venues, with programmes built around music audiences want to hear. Its audience-led approach is designed to make classical music feel less like a closed world and more like something people can return to at any point in their lives.
Source: press release
Repertoire in focus: ‘Dream Children’ by Edward Elgar
I can’t remember when I first heard this piece, but it was almost certainly on BBC Radio Three’s Breakfast programme and, as is often the way, the piece caught my attention and I decided to find out more about it.
My score has the date “September 2013” inscribed on the inside cover, which means I purchased the sheet music just a month after I took delivery of my 1913 Bechstein model A grand piano. A few months prior to this, I visited the Cobbe Collection, a fascinating collection of historic keyboard instruments, and had the opportunity to play a square piano which had belonged to Edward Elgar.

Elgar composed Dream Children in 1902, so my piano is almost contemporary with the piece. Originally written for small orchestra, the work offers a glimpse into the composer’s more introspective and poetic side. The transcription for solo piano highlights the music’s delicate lyricism and nostalgic in a more intimate setting. The work’s reflective mood and gentle expressiveness make it one of Elgar’s most personal and touching miniatures.
The title Dream Children comes from an essay by Charles Lamb, “Dream Children: A Reverie,” published in 1822. In that essay, Lamb imagines telling stories to his children – who, by the end, are revealed to be only figments of his imagination, the children he might have had with his lost love, Alice. Elgar was deeply moved by Lamb’s bittersweet meditation on memory, loss, and the power of dreams, and he translated those emotions into music with remarkable sensitivity.
The piece consists of two short movements. The first, marked Andante, unfolds like a tender lullaby. Scored in 12/8, it has the feeling of a gentle barcarolle with a simple and songlike melody evoking the innocence of childhood and the wistful beauty of remembered joy. The music rarely leaves the pp and ppp dynamic range, except for bar 8 where there is a moment of drama marked molto lento, leading to a sustained g minor chord. Elgar emphasises the tender wistfulness of the piece through the use of rubato, ritardandos and pauses. At the very end, a single modulation through the introduction of a B natural in the bass brings the piece to an close on a hopeful, literally uplifting note.
The second movement, Allegretto piacevole, provides an animated contrast while maintaining the same emotional core. Its mood and rhythm is more animated, with a gently lilting character. A pianist friend of mine remarked that the semiquaver figures in this movement suggest the composer cycling around the countryside of Malvern where he lived. Yet even in its lighter moments, there is an underlying poignancy. The coda returns to the theme of the first movement, back in g minor now, but once again the music ends in G major, fading into a ppp whisper.
While not especially technically challenging for the pianist (I would say this piece is around Grade 6 to 7 standard), the piece requires sensitivity of touch and competent legato pedalling in the first movement to sustain the cantabile melody. And while the first movement remains in a mostly hushed dynamic range, there is plenty of scope for expressivity.
I recently played this piece for a friend who owns a beautiful Steinway B. Having not touched the music for nearly 10 years, I was reminded of just how charming this pair of miniatures is. The score is published by Faber Music.
Here’s another atmospheric solo piano piece by Elgar:
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The Kaleidoscopic Curiosity of a Musicologist-Pianist
Guest post by Samantha Ege
As a student, I loved thumbing through the pages of a piano collection, whether in a music store, charity shop, or library. Each score was its own rabbit hole. The more obscure, the better. “What else is out there?” I would wonder.
Losing track of time in a music shop feels rather nostalgic now, especially as most scores can be found online. But as a musicologist who spends time with handwritten manuscripts, I still cherish that gorgeously tactile experience. In those moments, I am transported to the feeling of endless curiosity that shaped my early path.
CDs, also an increasingly nostalgic medium, were part of my journey too.
I remember, just before I went to study music at the University of Bristol in 2008, my piano teacher gave me a CD called Kaleidoscope (2001), by the Canadian pianist Marc-André Hamelin. I saw a few familiar names on the track list: Rachmaninoff, Poulenc, and Kapustin. But many others were a revelation. My favourite was Arthur Lourié’s “Gigue.” I was swept up in its thunderous rhythms and harmonic whirlwinds. In fact, I ordered the score from a local music shop in Bristol not long after I arrived.
During my second year, I went to McGill University in Montreal (coincidentally the city where Hamelin was born). In my professor’s Early Twentieth-Century Music class, I encountered a second Kaleidoscope CD. The performer on this 1995 recording was yet another Canadian pianist with a penchant for the obscure: Helen Walker-Hill.
Walker-Hill was also a musicologist. She bridged her pianistic prowess with an interest in classical music’s hidden histories. Her former husband was the Pulitzer Prize-winning composer George Walker. Their son, violinist Gregory T. S. Walker, joined her on parts of Kaleidoscope. The album’s subtitle was “Music by African-American Women” and Florence Price’s Fantasie Nègre in E minor for solo piano (composed in 1929) was the final track.
Both Hamelin’s and Walker-Hill’s Kaleidoscope shaped the patterns of my own work as a musicologist and pianist. As a student, it was not enough for me to hear the music of Lourié without tracking down the score. Similarly, as soon as I heard the Chopin-esque cascades and Negro spiritual influence of Price’s Fantasie, I had to know more.
Today, Price’s story as the most celebrated African American female symphonist of the 1930s and 40s is part of the classical mainstream. This knowledge stems from many efforts over many years to bring her legacy to the fore, including those of Walker-Hill (who died in 2013), and those of the late musicologist and organist Rae Linda Brown (who passed away in 2017). The culmination of Brown’s work – a biography titled The Heart of a Woman: The Life and Music of Florence B. Price – was published three years after her death.
A few months before Brown’s passing, I emailed her to share that I was writing an MA thesis on Price at the University of York (which became my PhD dissertation). Brown encouraged me to visit Price’s archives at the University of Arkansas. In fact, Brown’s warm response arrived when I was already there.
Throughout my archival work, two things captivated me: first, Price had composed a total of four Fantasies Nègres for solo piano, meaning there was more music out there. Second, she was far from an anomaly as a classical composer of African descent.
Regarding the first, the thought of presenting Price’s Fantasies in their entirety took me back to my love of diving into a body of works, like Brahms’ late piano opuses, Albeniz’s Iberia, and Debussy’s Estampes (all favourites of mine as a student). There was something about the heft of a complete collection, which defines so many of our great composers, that I wanted to create with Price. After all, Price viewed her Four Fantasies as a collection. The spiritual beauty of Fantasie Nègre No. 1 in E minor, the Brahmsian introspection of Fantasie Nègre No. 2 in G minor, the velvet colourings of Fantasie Nègre No. 3 in F minor, and the impassioned virtuosity of Fantasie Nègre No. 4 in B minor were all connected.
When I returned to Price’s archives in 2019 to focus on the Fantasies, it became clear that No. 3 wouldinvolve some detective work. The first two pages were all I could find. I therefore had to look for loose sheets of manuscript with similar musical characteristics to complete the score.
Additionally, I noticed that the original version of Fantasie Nègre No. 4 was twice as long and a million times more complex than the five-minute version G. Schirmer had recently published. Price likely shortened and simplified it because short and simple works by women were more marketable in the 1930s. But in the 21st century, it was time to hear what she was truly capable of.
As for the second realisation, I’d always found the notion of a compositional school intriguing, from the First and Second Viennese Schools to The Five and Les Six. Well, Price belonged to an era of cultural rebirth known as the Black (or Negro) Renaissance. What’s more, women were far from minor footnotes. Alongside composers Margaret Bonds, Nora Holt, Betty Jackson King, the Canadian Robert Nathaniel Dett, and England’s Samuel Coleridge-Taylor (who mentored many Black Renaissance composers), Price believed in classical music’s power to generate social harmony.
My new sheet music publications – Fantasie Nègre: Four Fantasies by Florence B. Price and Piano Music of the Black Renaissance – celebrate this history. They also carry the imprint of my own prismatic influences, from Hamelin’s adventurous programming to Walker-Hill’s and Brown’s scholarly spotlight on classical music’s “hidden figures.”
I would have loved to stumble across these volumes as a student. But as I look ahead, regardless of whether pianists engage with the physical scores or digital downloads, I am excited for the kaleidoscopic journeys these editions will inspire as curious fingers descend upon the keys.


Samantha Ege is a musicologist, pianist, and author.

The Power of Body Language in Music Performance
It’s so disappointing when you see a bunch of instrumentalists walk on stage and you already know how a piece is going to sound…
Jack Sheen, composer & conductor (interview in VAN magazine)
We live in a visual world, never more so now with platforms like Instagram and TikTok feeding us images in an endless churn. Yet perhaps we forget that we don’t just hear a concert; we also see it. Today, how musicians present themselves is more important than ever. When performers walk onto a stage, the moment is a critical transition that sets the energy for the entire performance.
The visual dimension of live musical performance is incredibly significant to the audience’s experience. Before a single note is played, audiences begin forming expectations. From the moment the musicians come onto stage, they are already communicating with the audience. Posture, facial expression, energy, and clothing all speak volumes. So, if performers appear disengaged, rigid, or overly uniform, the audience anticipates a performance that may be equally lifeless or predictable. In contrast, expressive, intentional and confident body language can signal vitality, emotional depth, and interpretive individuality. In both instances, the audience’s expectations are set up before the music begins.
The disappointment referenced in the quote above stems from this sense of predictability: if performers look uninspired, listeners expect uninspired sound. Conversely, confident posture, purposeful movement, and engaged facial expression convey commitment and readiness. The violinist who breathes with a phrase or the pianist whose gestures reflect the arc of the melody communicates intention. These physical cues help bring the music to life and demonstrate that the performer is not merely executing notes but also embodying them, literally.
When I was a piano teacher, particularly when preparing students for their exams or other performance events, no matter their age or ability level, I would help them understand the importance of “stagecraft” and “presence”. These were skills which I taught myself when I was preparing for professional performance diplomas in my late 40s, having not had formal conservatoire training, and I learnt a lot by observing performers in concerts. A performer who enters the stage smiling, or at least looking pleased to be there, greets the audience with a bow or a few words to introduce the programme, immediately sets the expectation that the performance will be engaging and enjoyable.
One of the best examples of this, in my mind, is the pianist Angela Hewitt. With her broad smile and perfectly applied lipstick, not to mention a beautiful concert dress, she comes onto the stage looking as if she can’t wait to share the music with the audience. Not only does her body language convey pleasure, but it also instils confidence in the audience.
When helping my piano students understand the importance of body language and stage presence, I would ask them to “come on stage” from the hallway of my home, into the main room where my piano lived. The younger children enjoyed the “game” of this exercise and the “acting” or role-playing (of which more later) it entailed. The older ones would take it more seriously; all, I think, understood the usefulness of this exercise.
“Walk confidently and smile at the examiner when you enter the exam room,” I would say to my students. Not only is this a friendly gesture, but it also helps settle nerves. And this is another significant aspect of body language and stage presence: as performers, especially those of us who struggle with nerves or performance anxiety, our body language and demeanour can help us feel more confident, which, in turn, can influence our performance.
Performance is, in part, an act. Some acting and “playing the part” is integral to good stagecraft, but authenticity matters more than spectacle. Overly dramatic gestures can seem insincere, while stillness can suggest detachment. The goal is balance: visible expression should match the musical character. For example, a solemn adagio may require stillness and inward focus, but that stillness should feel intentional, not disengaged.
Ultimately, the opening quote underscores that musical performance is as much about presence as precision. Before a note sounds, performers tell a story through their bearing. When their body language promises energy and communication, the audience anticipates a memorable experience. Body language is a vital component of meaningful musical performance.





