Why music education matters
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2021 marks a decade since I undertook my independent review of music education in England at the request of Michael Gove and Ed Vaizey. Such a lot has changed since then: in music, culture, education, technology and politics. What hasn’t changed, is young people’s passion for music. And the commitment of musicians, teachers, schools, and cultural and education organisations to support our next generation’s musical journey is as strong as ever. The challenges of Covid-19 over the past twelve months have brought this into even clearer focus. Music has been a lifeline for many during lockdown and the pace at which the music education sector has innovated to produce online provision has been remarkable to witness.
The pandemic has presented huge challenges for children and young people and their schools. Headteachers, teachers and governing bodies have done so much to keep their pupils and staff safe and to continue to deliver the curriculum. It was a pleasure to see the many videos schools made featuring music during the first term of the academic year. There are so many that I could mention here, but the musical Christmas advent calendar created by Endike Primary Academy in Hull – an Artsmark school – particularly sticks in my memory.
As we come towards the end of the spring term with all pupils now back in their classrooms, we know some schools may find it challenging to offer the full breadth of subjects and that music may make them particularly nervous because of the earlier unknown risks of singing and playing brass and wind instruments. Social distancing rules can also make it more of a challenge to share musical instruments. However, despite this, it is critical that all schools do everything they can to continue to deliver a high quality, creatively diverse music curriculum.
Music has been a lifeline for many during lockdown and the pace at which the music education sector has innovated to produce online provision has been remarkable to witness.
Many of the recommendations from my music education review in 2011 related directly to schools. These included all schools providing children with a broad music education (including performing, composing, listening, reviewing and evaluating); children having the opportunity to learn an instrument through whole class ensemble teaching and music continuing to be offered by schools right through to Key Stage 4 – and preferably beyond.
That’s why I’m delighted to welcome the Department for Education’s new model music curriculum, which was commissioned by the Schools Minister Nick Gibb and published today. The team, chaired by Veronica Wadley, Baroness Fleet, has produced a plan which builds on many years of excellence in music teaching in this country. I witnessed first-hand Veronica Wadley’s dedication to music education both when she chaired Arts Council England’s London Area Council and when she worked as an advisor to the Prime Minister during his time as Mayor of London and I chaired his music education taskforce. There is no greater advocate than Veronica for the value of high-quality music education in the lives of young people from all backgrounds. The new model music curriculum will offer a framework for schools, whatever stage of the journey they are on with music provision in their school, to sequence learning, support progression and develop their musical community. And the Arts Council is ready to support schools to do this. Our 120 Music Education Hubs around the country are here to help headteachers and both specialist and non-specialist music teachers with whole class ensemble teaching, instrumental lessons, and continuing professional development. They can also offer support with effective lesson planning and teacher workload.
Our Arts Council England Governor’s guide also provides support for school Governors overseeing music in school and the Arts Council’s Artsmark award offers a structure for embedding culture across schools, as well as a great range of resources and a network of teachers to join.
Back in 2011, I wrote that “the best model for Music Education includes a combination of classroom teaching, instrumental and vocal music tuition and input from professional musicians. Partnership between organisations is the key to success.” I believe this is now more important than ever. I very much hope that everyone who cares about our musical future can continue to work together to enable all of our young people to benefit from a creative, diverse and inclusive music education that develops the skills, knowledge and confidence needed for all children and young people to experience, create, perform and enjoy music throughout their lives.
Read more: Discover the new model music curriculum
