Schools: Music Education

Baroness Redfern Excerpts

Thursday 18th October 2018 Lords Chamber

[Baroness Redfern (Con)]

I thank the noble Lord, Lord Black, for bringing this debate to the House today and for giving us the opportunity to take part and question what the future is for music in our schools today. I welcome the 3.5% pay rise for lower-paid teachers, which includes some music teachers, but my concern is regarding the challenging financial landscape for local authorities, which is resulting in many areas seeing creative subjects such as music being squeezed; one-fifth of schools no longer offer the subject as an option. We note that the national plan runs until 2020, and we are informed that a review or an extension will be announced this year, so I would be grateful if the Minister could respond to that later.

We can look back to 2012-13, when music was compulsory in 84% of schools, but we are now seeing a quiet decline in our British schools, with barely one in 20 pupils taking music GCSE. There is no doubt that exposing pupils to practical music is an important part of getting them involved in musical culture. Many UK musicians have benefited hugely from state school music. All pupils deserve the opportunity to experience a life enriched through active musical participation, which includes creating, performing and listening to music. Music can of course be relaxing: students can fight stress by learning to play an instrument, and it is especially helpful for them to relax and fight that stress.

Gaining a real sense of achievement and learning to play pieces of music on a new instrument can be challenging, but it is an achievable goal and they are rightly able to feel proud of their achievements. Research has also shown the huge benefits music brings to children’s learning and, importantly, to their happiness. All this can be achieved through the arts. For those who are shy and afraid to stand in front of people, music provides a safe and fun way to conquer their fear, and gives them confidence to escape from their comfort zone.

It is also important to give as many children as possible, including those who suffer from handicaps, the chance of playing in an orchestra, singing, or whatever it may be in their musical education. It is a really good way to remove barriers. I want to pay particular attention to young people with a mental disability, for whom music can help improve their social interaction and verbal and emotional understanding, enhancing the quality of their relationships.

The resurgence in the popularity of choirs over the past few years has demonstrated how joining a choir helps with isolation by helping people forge lasting friendships. We must not let children who come from lower-income backgrounds be locked out; practical music tuition is in some cases very expensive and out of reach. As we have heard, evidence shows that the third-largest contribution in this current year comes from parents—almost 17%. Again, music cannot be just for those who can afford to pay.

I doubt that a single day goes by without music in some form or other coming into our lives; music is for life. Many in this House have had the opportunity to play football—although I have not—or hockey from a relatively young age. They may not still be playing at 70 or 80 plus, but you can still sing or play the piano or some other instrument, because music is lasting. Some noble Lords may be switching on the television on Saturday night to watch “Strictly Come Dancing”, where we see musicians, dancers and choreographers performing with their creative talents—and sometimes producing drama as well.

Music is a gift that will last children their entire lives. There must be a future for music, otherwise we will all be the lesser for it—and it should not be based exclusively on the ability to pay. Music matters, and it enriches us all.