Education: English Baccalaureate

Lord Berkeley of Knighton Excerpts

Thursday 4th February 2016 Grand Committee

[Lord Berkeley of Knighton (CB)]

My Lords, this is a huge issue for the arts world. Sir Simon Rattle told the classical music APPG the other day that he was appalled that music was not a core part of the EBacc. It would be unthinkable, he said, for a country like Germany not to have the arts—and music in particular—as a central subject. Anticipating the Minister’s response let me quickly say that the music hubs have done well and I warmly congratulate the Government on their success, even if it is sometimes sporadic in coverage.

However, that is not enough. It is the profound question—as we have heard—of educational emphasis, priority and national identity that we are concerned about. In Germany, Sir Simon continued, high-ranking politicians are frequently to be seen at concerts, operas and arts events. There is a central thrust and hunger for the arts, not just because of their economic success but because of the role they play in social cohesion. In this country the success of the arts is all the more remarkable for the comparative backdrop of philistinism they have emerged from. Where courts in 18th-century Europe felt the need and desire to employ and commission great musicians, the landed gentry here were more interested in hunting and fishing—I have to put some of my ancestors into this bracket, even if they did, through their goings on at Berkeley Castle with Edward II, inspire Shakespeare and Marlowe to some of their most disturbing lines. The arts have had to fight their way up the ladder.

I am glad to say that we have moved on, but not far enough as this debate articulates because it all begins with education. Ministers here rightly bask in the warm financial glow generated by the creative industries but we need to look to the next generation and the musicians and artists who will refuel and sustain that success. I cannot put it better than Dr Chris Collins and Professor Rachel Cowgill from the National Association for Music in Higher Education who wrote in the Guardian on 2 February—there have been articles in lots of other papers too—that,

“the Ebacc attainment measure in England will reduce the availability of creative and artistic subjects in schools. The adoption of a similar performance measure in sixth-form league tables … has led to an 18% reduction in the number of students taking A-level music. Since creative arts subjects like music tend to be more expensive to deliver in schools, they are all the more susceptible to being axed when times are hard and budgets tight. This slump has made A-level music unviable in many schools and colleges, further perpetuating the decline and resulting in regional deserts where the subject is completely unavailable. If, as we fear, the forced adoption of the Ebacc results in a similar decline for GCSE music, the subject will be decimated in English schools”.

I would add that we are not simply talking about classical music. Think of all those musicians who play in theatres, on backing tracks, on film scores—you name it. Just think too of the effect of access to the arts, both visual and musical, on popular music. John Lennon, David Bowie, Elton John: these are just a few of the names that have propelled this country to the forefront of the world stage and boosted our economy at the same time. Are their successors getting the same opportunities? I rather fear not but I hope the Minister will provide a pleasant surprise.