Key Points
- BAFTA‑winning composer visits Ealing school
- Students attend interactive composition workshop
- Local authority praises arts‑education partnership
- Pupils create short film scores with guidance
- Event part of wider creative‑skills initiative
Ealing (Extra London News) February 6, 2026 – A BAFTA‑winning film composer has inspired a group of student composers in Ealing after leading a hands‑on workshop at a local secondary school. As reported by Helen Greaves of Extra London News, the visit brought professional‑level music‑making into the classroom, giving pupils the chance to compose short scores for film clips under the guidance of an industry‑recognised name. According to Ealing Council’s education lead, Councillor Nadia Khan, the event forms part of a broader push to strengthen creative‑skills pathways for young people across the borough.
The workshop took place at Ealing Green Academy, a comprehensive school with a growing reputation for music and media studies. As described by Greaves, around 40 students from Years 10 and 12 took part in a full‑day session during which they learned how to match music to narrative, build tension, and use simple digital‑audio tools to realise their ideas. The BAFTA winner, who asked not to be named in initial coverage, worked alongside the school’s music department to tailor exercises to the students’ skill levels, from beginners to those already composing independently.
Who is the BAFTA‑winning composer?
As reported by Helen Greaves of Extra London News, the visiting composer won a BAFTA for Best Original Music in recent years, having worked on a critically acclaimed British film that blended social‑realism storytelling with a distinctive, minimalist score. Greaves noted that the composer’s work has been praised for its emotional restraint and its ability to amplify on‑screen drama without overpowering it, qualities that were emphasised during the workshop.
In an interview with Extra London News, the composer said: “I wanted to show the students that composing isn’t about being a virtuoso on an instrument; it’s about listening, reacting, and telling stories with sound.”
The composer added that early exposure to practical, project‑based music‑making can be decisive in whether young people pursue careers in film, games, or television scoring.
What happened in the workshop?
The workshop was structured around short, silent film clips that the students were asked to score using digital‑audio workstations and virtual instruments. As outlined by Greaves, each group was given a different clip ranging from a tense thriller sequence to a quiet, reflective scene and tasked with creating a short cue that matched the mood and pacing.
According to music teacher Mr David Lomax of Ealing Green Academy, the BAFTA winner demonstrated how to build a simple motif and then vary it across different sections of a scene.
Lomax told Extra London News: “They showed the students how a single three‑note idea can become the backbone of an entire score, and how small changes in rhythm or harmony can completely alter the emotional impact.”
Greaves described how the composer walked between groups, listening to rough drafts and offering specific, constructive feedback. One
Year 12 pupil, Amara Patel, told London News: “I’ve never had a professional composer listen to my work before. They pointed out where the music was too busy and where it needed more space, which totally changed how I think about writing.”
How are the students reacting?
Several students said the workshop had shifted their view of composition from an abstract school subject to a tangible career option. As reported by Greaves, Amara Patel, who hopes to study music technology at university, said the session made her realise that “film scoring is something I could actually do, not just something that happens in Hollywood.”
The BAFTA winner encouraged students to start small, experiment, and treat early pieces as “sketches” rather than finished works.
Greaves noted that the composer also spoke candidly about the realities of the industry, including long hours, tight deadlines, and the importance of collaboration with directors and editors.
What does the school say about the visit?
Headteacher Dr Sarah Bennett of Ealing Green Academy described the workshop as “a rare and valuable opportunity” for students to connect classroom learning with real‑world practice. As reported by Greaves, Dr Bennett said the school is increasingly integrating composition, sound‑design, and media projects into its curriculum to reflect the growing demand for creative‑skills roles in the UK economy.
The school plans to record the students’ final cues and share them online, with permission, as part of a portfolio of student work.
Greaves added that the music department is exploring ways to turn the workshop into an annual event, potentially inviting other composers, sound designers, and media professionals to work with pupils over the course of the academic year.
What is Ealing Council doing to support creative education?
The visit aligns with Ealing Council’s wider “Creative Futures” strategy, which aims to expand access to arts and creative‑skills programmes for young people across the borough. As reported by Greaves, Councillor Nadia Khan, cabinet member for education and children’s services, said the council is working with schools, cultural organisations, and industry partners to create more hands‑on opportunities like the BAFTA winner’s workshop.
She highlighted that the council has already funded additional music‑technology equipment in several schools and supported partnerships with local theatres and film‑makers.
Greaves noted that the Creative Futures initiative also includes bursaries for students to attend summer schools, attend industry‑led masterclasses, and participate in internships with media companies.
How does this fit into broader arts‑education trends?
The workshop comes at a time when arts subjects in English schools have faced funding pressures and declining uptake at GCSE and A‑level. As reported by Greaves, national data shows a drop in entries for music and other creative subjects, prompting concerns from teachers and industry bodies about the long‑term impact on the UK’s creative workforce.
Greaves cited comments from the Incorporated Society of Musicians (ISM), which has repeatedly called for greater investment in school music and composition.
Greaves also referenced a recent report by the All‑Party Parliamentary Group for Music Education, which recommended that schools be encouraged to develop “industry‑linked projects” similar to the Ealing workshop. The report argued that such experiences help students understand how classroom skills translate into real‑world careers in film, games, advertising, and streaming platforms.
