Music Education

Baroness Walmsley Excerpts

Tuesday 28th October 2014 Lords Chamber

[Baroness Walmsley (LD)]

My Lords, I fear that I am going to agree with all the noble Lords who have spoken—I hope it is not boring, but at least it will be short. I speak as one who cannot remember how to do quadratic equations but whose whole life has been enriched by music and the other arts. My love of these things took root when I was a child and is thanks both to my parents and to the inspiring teachers at my schools who gave me the opportunity and skills to enable me to sing and act. What I did not realise at the time was that taking part in these things was actually benefiting my academic achievement in other areas. Music is worth studying in its own right and for its wider educational value. It teaches young people how to memorise patterns and musical and verbal phrases, how to work as a team and how practising hard enables them to become really skilled at something. Music also builds up self-confidence and self-control. These skills are hugely beneficial for learning other subjects and in the workplace.

In the second review from Darren Henley—the one on cultural education in England, in 2012—he talked about the idea that the study of cultural education subjects in schools in itself creates a culture. This is clearly true. The very best schools, with really strong grades in English, maths and science, offer brilliant music, drama and dance, and stunning displays of art and design. I am sure that there is no coincidence in that. However, we need information for head teachers and chairs of governors to ensure that they recognise the value of musical and cultural activities in their schools. The decisions on budgets and funding are usually made at a school level, so those who do not value music are less likely to ensure that it is a vibrant part of school life. The amount of money available to spend on music in primary and secondary school budgets is far, far larger than the money given to music education hubs, so this local spend really matters. I am one of those who, right from the start, has very much regretted that there is no cultural subjects pillar in the English baccalaureate; there really should be. Perhaps it is good that it is falling into disrepute and disuse.

The first Henley report resulted in the music education hubs, as we have heard, and I think that, on the whole, they have been very successful. They have certainly demonstrated success that can be spread around. However, in order for them to continue they need skilled leadership. We need some of the additional money that has been announced to be invested in leadership for the people running those hubs. It is important that we grow a generation of skilled leaders to run the hubs to their full capability. Can my noble friend the Minister confirm that this will be done?

I also join others in making the point about equality of opportunity. There are concerns about progression in music for talented youngsters from financially disadvantaged backgrounds. New research from ABRSM, the exam board of the royal schools of music, shows that children from poorer backgrounds are far less likely to progress through the instrument exam grades than those from better-off homes. This means that we are failing to unlock the talent and potential of these young people, which is a real tragedy. Again, can the Minister tell us whether the Government plan to do anything about this?

Finally, as a resident of Wales, I join the noble Lord, Lord Aberdare, in regretting that the Welsh Government are not providing money for instrument tuition for children. I use the words of Dylan Thomas:

“Praise the Lord! We are a musical nation”.

My husband and I very much enjoy watching the youth Eisteddfodau on the television. The joy on the faces of Welsh children when they sing is quite palpable. Clearly, Welsh children love to sing. What a pity it is that that innate musicality is not supported to develop their talents in instrumental working as well as singing. Unfortunately—well, no; I do not mean “unfortunately” —what I mean is that education in Wales is of course a devolved matter, and so all we can do in your Lordships’ House is call on the Welsh Government to do something about what has just been identified.