Introduction
Music education appears frequently in IELTS Writing Task 2 because it sits at the intersection of culture, curriculum design, and public spending—topics examiners love. Candidates are often asked to evaluate whether music should be compulsory, how it benefits young learners, or whether funds would be better spent on core subjects. In this guide, you will learn how to handle this theme like a high scorer: you’ll see three complete sample essays (Band 5-6, 6.5-7, and 8-9), concise scoring analyses, topic-specific vocabulary, and sentence structures that match the official band descriptors.
Verified past questions reported by trusted IELTS resources (IELTS Liz, IELTS-Blog, British Council/IDP materials) include:
- Some people believe that children should learn to play a musical instrument at school. To what extent do you agree or disagree?
- Art, music and drama are as important as other school subjects and should be compulsory in secondary education. Do you agree or disagree?
- Some believe that school resources spent on music are a waste of money and should be used for academic subjects instead. To what extent do you agree or disagree?
For readers who want broader context on creative curricula, you may also find it helpful to consider how the arts shape learners holistically; to understand this angle in depth, see The role of arts in education.
IELTS Writing Task 2 on the role of music in education with sample band essays
1. Question & Analysis
Some people believe that learning to play a musical instrument should be compulsory for all children at school. To what extent do you agree or disagree?
- Question type and requirements:
- Opinion (agree/disagree). You must present a clear stance and support it with well-developed reasons and relevant examples.
- Key terms:
- “Compulsory” means mandatory for all students, not optional or extracurricular.
- “Learning to play a musical instrument” is more specific than “music education” (which could include singing, theory, appreciation).
- Common pitfalls:
- Addressing “music in general” but ignoring the instrument-specific requirement.
- Overgeneralizing benefits without acknowledging constraints (time, cost, student interest).
- Weak examples (vague claims like “music is good” without mechanism or evidence).
- Strategic approach:
- Decide on a nuanced position (e.g., agree in principle but propose flexible pathways).
- Cover both cognitive/affective benefits (memory, discipline, creativity, well-being) and practical constraints (resources, fairness, time pressure).
- Use topic-specific vocabulary: curriculum, timetabling, cognitive transfer, equity, inclusion.
Analyzing IELTS Task 2 question on compulsory music with notes and planning
2. Band 8-9 Sample Essay
Characteristics of Band 8-9: a decisive position, fully extended ideas, precise vocabulary, logical paragraphing, and flexible grammar with rare errors.
While few would dispute the cultural value of music, compelling every child to master an instrument is neither equitable nor educationally efficient. I partially agree that music deserves a stable place in the timetable; however, a universal instrumental mandate risks ignoring students’ diverse aptitudes and school-level constraints.
First, evidence from cognitive psychology suggests that structured music practice can enhance memory, auditory discrimination, and self-regulation. Regular rehearsals demand goal-setting and delayed gratification—skills that transfer to literacy and mathematics when taught explicitly. Moreover, ensemble performance cultivates cooperation and resilience, particularly for adolescents who struggle to engage with purely academic tasks.
That said, compulsion is a blunt policy tool. Instruments entail recurring costs—purchase, maintenance, and tuition—that many schools, especially in rural districts, cannot absorb without sacrificing core provision. For some learners, vocal training, digital composition, or music appreciation may deliver comparable benefits at lower cost. A narrow instrumental requirement can also backfire motivationally: students coerced into practice often disengage, undermining both attainment and well-being.
A more balanced solution is guaranteed access to music education with flexible pathways. Schools could ensure every child experiences performance, creation, and listening across key stages, while offering subsidised instrumental programs for those who opt in. This preserves the developmental advantages of sustained practice without imposing a one-size-fits-all model.
In conclusion, music should be integral but not identically compulsory. By prioritising access, choice, and progression, education systems can safeguard equity and still harness the distinctive cognitive and social power of music.
Band Score Analysis
| Criteria | Band | Justification |
|---|---|---|
| Task Response | 8.5 | Clear, nuanced position throughout; addresses benefits and drawbacks; proposes a viable policy solution. Fully developed with specific mechanisms (costs, motivation, transfer). |
| Coherence & Cohesion | 8.5 | Logical progression; clear topic sentences; cohesive devices used flexibly (“that said,” “a more balanced solution”). Paragraphs are purposeful and balanced. |
| Lexical Resource | 9.0 | High-precision lexis: “auditory discrimination,” “self-regulation,” “compulsion is a blunt policy tool,” “flexible pathways.” Accurate collocations and topic-specific terms. |
| Grammatical Range & Accuracy | 8.5 | Wide range (subordination, non-finite clauses, clefts); minimal errors; complex but natural syntax. |
Why it excels:
- Strong stance stated in the first sentence and sustained.
- Specific mechanisms (costs, motivation, transfer of skills) rather than vague claims.
- Sophisticated yet accessible vocabulary and collocations.
- Balanced policy recommendation that directly answers “to what extent.”
- Control of cohesion with signposting that avoids overlinking.
- Varied sentence structures (inversion implied, participle clauses, complex conditionals).
- Register appropriate to an academic discussion.
For readers focusing on early skill-building, compare the benefits described here with practical classroom strategies in The benefits of early music education.
Band 9 IELTS essay on the role of music in education annotated for features
3. Band 6.5-7 Sample Essay
Characteristics of Band 6.5-7: clear position, generally well-developed ideas, some variety in vocabulary and grammar, occasional lapses or simplifications.
I agree that music should be part of school life, but I do not think every child must play an instrument. Music can build discipline and teamwork, yet strict rules for all students are not always fair or practical.
On the positive side, practising an instrument encourages children to plan their time, repeat difficult passages, and accept feedback from teachers. Performing in a group also teaches listening and cooperation, which are useful for other classes and even for future jobs. In some Asian schools, for example, school bands give shy students a chance to join activities and make friends.
However, making instrument study compulsory creates problems. Not all families can afford instruments or private lessons, and schools may not have enough teachers for large classes. If students are forced to practise something they do not enjoy, they may lose interest not only in music but in school generally. In addition, music is wider than instruments: singing, composing on tablets, or learning how to appreciate different styles can still deliver benefits without heavy costs.
In my view, schools should guarantee music education but allow choice. Offer optional instrument programmes with support for low-income students, and make sure every class includes performing, creating, and listening. This policy uses resources better and respects students’ different talents.
Overall, music is valuable, but flexibility will achieve more than a strict requirement.
Band Score Analysis
| Criteria | Band | Justification |
|---|---|---|
| Task Response | 7.0 | Clear position with relevant arguments and examples; minor generalisation but adequate depth. |
| Coherence & Cohesion | 7.0 | Logical organisation; effective use of contrast; a few predictable transitions. |
| Lexical Resource | 7.0 | Appropriate topic vocabulary (“cooperation,” “optional programmes”); some repetition and fewer advanced collocations. |
| Grammatical Range & Accuracy | 6.5 | Mix of complex and simple sentences; minor errors and safe structures; adequate control overall. |
Direct comparison with Band 8-9:
- Precision: Band 8-9 uses “compulsion is a blunt policy tool” vs. Band 7 “strict rules are not always fair.”
- Mechanisms: Band 8-9 explains cost breakdown and motivational backlash; Band 7 mentions them but less analytically.
- Cohesion: Band 8-9 varies cohesive devices; Band 7 relies on basic connectors.
- Lexis: “auditory discrimination,” “self-regulation” (8-9) vs. “discipline and teamwork” (7).
If you are exploring how arts develop broader capacities beyond academics, you may relate these arguments to the role of music education in personal development.
Band 7 IELTS essay on music in education with moderate vocabulary range
4. Band 5-6 Sample Essay
Characteristics of Band 5-6: generally addresses the task but may be unclear or repetitive; limited development; noticeable grammar and vocabulary errors.
Many people think music is very important so all children must play instruments in school. I partly agree but I also think this idea can cause some problem. Schools should include music, however making it compulsory for everybody is not always a good decision.
Firstly, learning instrument can improve brain skills and students become more patient. When they practise every day they can focus better and understand difficult subjects like math. Also, playing in a band teach students teamwork and they feel confidence in front of audience. For instance, in my city some schools have orchestra and students get higher results in exams.
On the other hand, compulsory lessons make pressure. Not all students like music and some of them only want to play sports or do science. Instruments are expensive and schools don’t have many budget to buy them. Because of this reason, other important subjects may receive less money and time. If students are forced, they will not practice well and waste time.
In conclusion, I believe music is useful and schools should provide chances, but not force every child to play an instrument. Optional classes and clubs is better choice so students can choose according to interest and ability.
Band Score Analysis
| Criteria | Band | Justification |
|---|---|---|
| Task Response | 6.0 | Addresses both sides and gives a position; development is uneven and examples are generic. |
| Coherence & Cohesion | 6.0 | Basic paragraphing; simple linking; some repetition and abrupt transitions. |
| Lexical Resource | 5.5 | Limited range with inaccuracies (“brain skills,” “many budget”); some collocation errors. |
| Grammatical Range & Accuracy | 5.5 | Frequent errors with number agreement, articles, noun forms, and verb forms; mostly simple sentences. |
Error analysis and corrections:
- problem → problems
- learning instrument → learning an instrument
- brain skills → cognitive skills
- playing in a band teach → playing in a band teaches
- confidence → confident
- results → results/grades (prefer “grades” for clarity)
- don’t have many budget → do not have much budget / have limited budgets
- Because of this reason → For this reason / Because of this
How to improve from Band 6 to 7:
- Upgrade collocations: “put students under pressure” instead of “make pressure.”
- Add a concrete example with context (e.g., a school pilot programme and its outcomes).
- Vary sentence structures with subordinate clauses and non-finite phrases.
- Fix article and agreement errors consistently.
- Replace vague words (“things,” “good,” “results”) with precise terms (“provision,” “benefits,” “grades/attainment”).
To explore how creative learning begins early and supports confidence, compare with The benefits of early art education.
Annotated Band 6 essay on music education showing common errors and fixes
5. Essential Vocabulary for The Role of Music in Education
| Word/Phrase | Type | Pronunciation | Definition | Example and Collocations |
|---|---|---|---|---|
| compulsory | adj | /kəmˈpʌlsəri/ | Required by law or rule | compulsory subjects; compulsory music lessons |
| curriculum | n | /kəˈrɪkjʊləm/ | The subjects included in a course of study | national curriculum; curriculum design |
| cognitive transfer | n | /ˈkɒɡnɪtɪv ˈtrænsfɜː/ | Skills moving from one domain to another | evidence of cognitive transfer from music to maths |
| auditory discrimination | n | /ˈɔːdɪtɔːri dɪˌskrɪmɪˈneɪʃn/ | Ability to distinguish sounds | improve auditory discrimination in young learners |
| self-regulation | n | /ˌself reɡjʊˈleɪʃn/ | Control of one’s own behaviour/emotions | build self-regulation through practice |
| ensemble performance | n | /ɒnˈsɒmbəl pəˈfɔːməns/ | Group music performance | ensemble performance fosters teamwork |
| timetabling | n | /ˈtaɪmˌteɪblɪŋ/ | Scheduling classes | timetabling constraints; effective timetabling |
| provision | n | /prəˈvɪʒn/ | Supply or arrangements | music provision; equitable provision |
| equity | n | /ˈekwɪti/ | Fairness and justice | equity in access; equity-focused policy |
| opt-in programme | n | /ɒpt ɪn ˈprəʊɡræm/ | Voluntary participation scheme | subsidised opt-in programme |
| motivational backlash | n | /ˌbækˈlæʃ/ | Negative reaction reducing motivation | avoid motivational backlash from compulsion |
| resources | n | /rɪˈzɔːsɪz/ | Money, staff, materials available | allocate resources; resource constraints |
| to harness | v | /ˈhɑːnɪs/ | To use effectively | harness the benefits of music |
| to cultivate | v | /ˈkʌltɪveɪt/ | To develop a quality/skill | cultivate resilience and cooperation |
| transitional phrase: that said | phrase | — | Introduces contrast | benefits are clear; that said, costs remain |
For those weighing music against other priorities, the conversation overlaps with broader schooling choices; an example of trade-offs is discussed in The benefits of early math education.
6. High-Scoring Sentence Structures for The Role of Music in Education
- Complex subordination
- Formula: Subordinator + clause, main clause
- Example: While few would dispute the cultural value of music, compelling every child to master an instrument is neither equitable nor educationally efficient.
- Why it scores well: Balances concession and argument; precise stance.
- More examples:
- Although music develops discipline, compulsory practice may reduce motivation.
- Because resources are finite, schools must prioritise equitable access.
- Common mistakes: Misplacing commas; using although/though with “but”.
- Non-defining relative clauses
- Formula: Noun, which/who + extra info, main clause
- Example: Ensemble performance, which requires close listening and timing, cultivates cooperation.
- Why: Adds nuance without breaking flow.
- More: Instrumental tuition, which can be costly, isn’t feasible for all schools.
- Mistake: Forgetting commas around non-defining clause.
- Participle phrases
- Formula: -ing/-ed phrase, main clause
- Example: Regular rehearsals demanding goal-setting and delayed gratification, students often improve self-regulation.
- Why: Compresses information, increases variety.
- More: Faced with tight budgets, schools seek flexible pathways.
- Mistake: Dangling modifiers that don’t clearly refer to the subject.
- Cleft sentences
- Formula: It is/was + focus + that/who + clause
- Example: It is guaranteed access, rather than universal compulsion, that best safeguards equity.
- Why: Emphasises key contrast.
- More: It is sustained practice that builds resilience over time.
- Mistake: Overuse leading to unnatural style.
- Advanced conditionals
- Formula: If + were to/should + V, main clause + modal
- Example: If schools were to mandate instruments for all, they might undermine motivation and stretch budgets.
- Why: Hypothetical policy analysis fits academic tone.
- More: Should funding increase, schools could widen subsidised access.
- Mistake: Mixing tense patterns incorrectly.
- Inversion for emphasis
- Formula: Only by/Not until/Never + auxiliary + subject + main verb
- Example: Only by offering choice can schools harness music’s benefits without sacrificing equity.
- Why: Sophisticated emphasis without verbosity.
- More: Never has music been so accessible through technology.
- Mistake: Using inversion with the wrong auxiliary.
If you want to see how creative subjects shape whole-child outcomes beyond test scores, there is a useful complement in The role of arts in education.
Advanced grammar structures for IELTS music education essays on a whiteboard
7. Self-Assessment Checklist
Before writing:
- Clarify the question type (opinion/discussion/advantage-disadvantage).
- Decide your stance in one sentence and draft two main reasons.
- Note one concrete example you can explain in two lines.
While writing:
- Open with a clear thesis linked to “compulsory instruments” (not just “music”).
- Begin each body paragraph with a controlling idea.
- Use at least two high-scoring structures and precise collocations.
After writing:
- Check for agreement and article errors (a/an/the; singular–plural).
- Replace vague words with specific ones (e.g., motivation, provision, equity).
- Ensure each paragraph advances your argument and avoids repetition.
Time management tips:
- Plan 4–5 minutes; write 32–34 minutes; check 3–4 minutes.
- If stuck on an example, explain mechanism (how/why) instead.
- Keep sentences mostly under 25 words for clarity.
For those who prioritise early exposure and confidence-building, a related perspective is offered in The benefits of early music education.
IELTS Task 2 checklist focused on music education essays
Conclusion
The role of music in education is a fertile, recurring theme in IELTS Writing Task 2. To score well, keep a clear stance on whether instrumental study should be compulsory, support it with concrete mechanisms (motivation, costs, equity, cognitive transfer), and demonstrate control of advanced grammar and precise vocabulary. Improvement is realistic with consistent practice: many students move from Band 6 to 7 in 6–8 weeks by writing weekly essays, getting targeted feedback, and revising with a checklist. Your next step is to choose a stance on today’s prompt and write a 280-word answer using two structures from Section 6, then compare it with the Band 8-9 model above. For those interested in creative capacity-building across subjects, you can also explore The benefits of early art education. And if you want a broader policy lens, consider parallels in The role of arts in education.
Practice, refine, and share your essay for peer review. With focused effort and smart modelling, your writing will become clearer, more persuasive, and closer to your target band.
