Written by Peter Musson, Director of Music at Rugby School Japan
At Rugby School Japan we uphold a strong culture of whole-school singing, and I just wanted to take this opportunity to discuss a little bit about why we do it, and why I think it’s important to a successful music department. Whole-school singing is a simple but effective way to build community, support musical development, and expose pupils to a wide range of musical cultures and traditions. When done regularly and with purpose, it can become a valuable part of a school’s weekly routine.
One of the main advantages of whole-school singing is its ability to bring people together. In a school environment where different year groups and departments can often operate in isolation, singing as a group helps foster a sense of shared identity. It creates a space where everyone – pupils and staff alike – can contribute equally, regardless of musical ability. Over time, this shared experience can help strengthen the feeling of belonging and inclusion across the school. Moreover, I hope our moments of singing will provide strong memories for our pupils to look back with fondness as they grow up.
In my opinion, a strong singing culture also has significant benefits across the wider music department. When singing is a regular part of school life, pupils become more confident and comfortable with their own musical expression. This creates a good foundation for developing further musical skills, whether in classroom lessons, choirs, instrumental groups, or in solo performance. In this way, regular group singing supports a more vibrant and active musical community across the school.
Another important aspect of whole-school singing is the opportunity it provides to explore different musical styles and traditions. Singing songs from a range of cultures and time periods helps pupils develop a broader understanding of music. It also offers chances to engage with lyrics, poetry, history and language in a musical context. For example, one of the songs we sing in assemblies is Wild Mountain Thyme, a Scottish folk song written by Francis McPeake, an Irish musician. While the lyrics are in English, they include elements of a Scottish dialect. Through learning and singing this song, we not only learn a traditional folk melody but also engage with a specific cultural and historical context.
In our school’s version of Wild Mountain Thyme, the experience is further enhanced by the addition of a live bagpipe instrumental, played by Mr. Laird. This gives the performance a distinctive character and provides a link to traditional Scottish musical practices. The arrangement also allows for a vocal soloist to take the lead in the first verse and chorus, offering pupils an opportunity to develop confidence in solo performance.
Of course, possibly more than anything else, we think it is important to uphold a culture of whole-school singing because it is enjoyable to do, and because it feels instinctively human to nurture that part of ourselves.
Overall, whole-school singing is a practical and accessible way to build a more cohesive school culture, support musical learning, and connect pupils with a broad range of musical traditions. We continue to believe that as we continue this practice, it becomes a bedrock that supports both community and creativity in our school.
