Instead of shooting arrows at someone elses target, which Ive never been very good at, I make my own target around wherever my arrow happens to have landed. You shoot your arrow and then you paint your bulls eye around it, and therefore you have hit the target dead centre.

All cultures have these feelings about non-functional areas of activity. And the more time people have on their hands, the more they commit it to those areas.

Everything good proceeds from enthusiasm.

Good teachers realise that the students are the antenna; they are sensing things that the teachers don't yet sense.

Any constraint is part of the skeleton that you build the composition on - including your own incompetence.

So I believe in singing to such an extent that if I were asked to redesign the British educational system, I would start by insisting that group singing become a central part of the daily routine. I believe it builds character and, more than anything else, encourages a taste for co-operation with others. This seems to be about the most important thing a school could do for you.

Except in a few cases like Music for Airports, which was a very clear case of noticing a niche [and] saying, "Okay, there's this situation in which people always play music, and nobody has written music for that situation so I'm going to." So, that was a very clear example of spotting a niche and working for it. I have done that occasionally.