Access to Musical Education in School

Baroness Garden of Frognal Excerpts

Wednesday 18th October 2023 Lords Chamber

[Baroness Garden of Frognal (LD)]

My Lords, it is a great pleasure to join enthusiasts in this debate. When I asked a Question this week on music and other arts subjects, the Minister gave me to understand that all was well: generous bursaries would lure music teachers out of the woodwork and there would be money for music hubs. But there are still schools where there is no singing, no recorder playing and no banging of drums. As the noble Lord, Lord Boateng, has said, the EBacc has marginalised music.

I had two grandsons at a state primary school in Henley which has a very impressive musical tradition. The adult musicians had funded musical instruments for every state primary pupil to play. One grandson chose the double bass—which even as a child-size was quite an encumbrance—and played happily for two or three years. His brother chose the cornet, continued to grade 8 and has just graduated in music from Southampton. Each year there would be a grand concert, in the company of professional musicians, where all these little people played their hearts out. Many came from very disadvantaged backgrounds where music would have played no part, but the glee on their faces as they blew, scraped and banged was a joy to behold. It has to be said that the enjoyment probably exceeded the musicality, but no one worried because the experience was so beneficial. It was an amazing gift from Henley musicians, which few areas would be able to emulate. It set all those youngsters on a path of love of music and gave them confidence—obviously sometimes misplaced, of course—that they could play an instrument. I think violins are particularly prone to excruciating amateurism.

Not so long ago, all schools sang, particularly hymns in morning worship, but this has long disappeared. Singing requires only a piano, and not even that if there is a voice to start a tune. Children love to sing; how sad it is if they do not have the opportunity. What are the Government doing to encourage all schools to sing?

How valuable music is for disabled or disadvantaged pupils. There was a girl at my school who was never going to pass any exams, but when she sat down at the piano we could only marvel and enjoy. She was a true prodigy, who earned her place in our friendship because of her extraordinary talent.

What about music for blind and partially sighted students? Can the Minister say what support there is for braille or large-print music? I gather there are problems with this. For those who are missing sight, their hearing is often enhanced, and music can play a seminal part in their education. We think of amazing singers such as Andrea Bocelli, who became completely blind at 12 after a football accident, but whose wonderful tenor voice has enchanted audiences around the world. He played the piano and multiple instruments before abandoning a career in the law to pursue his talent. What a very wise decision.

Music has the capacity to evoke memories and give confidence to learners who struggle with class lessons. It should play a key role in all schools. Penny whistles, drums and recorders are not so expensive and, once acquired, can be passed down to succeeding generations, so some sorts of instruments could be within budget and encouraged. Many schools will still have pianos, or, if not, a friendly local church will have an organ, which a teacher with some keyboard skills could play. Surely most schools will have a teacher who has had piano lessons at some stage—or is that too a thing of the past? I speak as someone who was lured into being a reluctant organist at RAF chapels when my daughters announced that, “Mum plays hymns”.

I thank the noble Lord, Lord Boateng, for initiating this debate. I hope against hope that all children, particularly those who have no music at home, will be able to benefit from music at school and, who knows, go on to delight us all with their talents.