I’m doing something tomorrow that I’ve sworn a number of times I’d never do: I’m going back into a Music classroom in a school.

Things are a little different this time around, though. For starters, I’m not there as a regular teacher; I’m instead doing some work (my first, in fact) for the local music service covering an illness absence. It’s also only for a couple of hours, so even if it ends up being an absolutely hellish experience (which I sincerely hope it won’t!) then it won’t be long before I can escape.

But let’s be positive. I’m actually quite curious to see how this school is doing things, because it’s the first time I’ve come across a school giving instrumental lessons to a whole class at once — in this case, year 3 and 4 children playing clarinet. My past experience in the Music classroom has been limited to schools with a budget of about £5 a year for the arts, and an equipment cupboard full of little more than horrible ’90s keyboards, broken percussion instruments and perhaps a couple of recorders if you’re lucky. 30 kids having the opportunity to learn a “proper” (for want of a better word) instrument like the clarinet is a new one on me, and I’m all for it.

Music was one of my defining “things” growing up. I started learning the piano from an early age and did pretty well. I got through exams without too much difficulty, often performed in public, participated in local music festivals (including the unusual experiences of piano duets and trios, which I kind of miss the bizarreness of) and eventually started teaching before I left for university. I picked up the clarinet and the saxophone while I was at secondary school, and these opened the door to more social music-making occasions such as the school orchestra and bands, and the county concert band (which, although fun, was one of my first real experiences with social anxiety, particularly when I overheard someone I thought was my friend taking the piss out of me behind my back). It was often hard work, but it was enjoyable, and I made a lot of good friends at university through music, too.

It was something that, as I was growing up, you had to make a specific effort to do, though. Music to me was “special” — something a bit outside of the norm — and I liked it for that. I liked that it gave me a skill that a lot of other people around me didn’t have. I liked being able to play a piece on the piano and people who normally wouldn’t give me the time of day would suddenly (and, usually, temporarily) think I was cool and talented. I find myself wondering whether I’d feel the same way if I’d “had” to study my instruments, rather than wanting to.

This is why I’m intrigued to see this whole-class approach to instrumental teaching. I’m not convinced it’s going to be ideal, since an instrument like the clarinet in particular isn’t suited to everyone. It’s an opportunity for these kids to make music together, though, and using an instrument that’s eminently more relatable than the usual “school music” mainstays of tambourines, tambours and guiros. And a bit more practical than getting everyone playing the piano — although I do know of some schools that take similar approaches with keyboard tuition.

Anyway. That’s my day tomorrow; hopefully it will lead on to new and exciting things.