Creative Arts Education

Matt Rodda Excerpts

Wednesday 18th December 2024 Westminster Hall

[Jess Brown-Fuller (Chichester) (LD)]

I beg to move,

That this House has considered creative arts education.

It is a pleasure to open this debate about the importance of creative arts education. I refer Members to my entry in the Register of Members’ Financial Interests, both as chair of the all-party parliamentary group on performing arts education and training and as trustee of Chichester Festival Theatre.

Throughout December, my diary, like those of all Members across the House, is jam-packed with wonderful occasions that feature a celebration of the arts—be they carol concerts in local churches, school plays or pantomimes. I have loved the live music on my high street at the Chichester Christmas market. I had a fantastic time as the guest judge at the Priory Park pantomime, and once the House rises I will be off to enjoy the Chichester Festival Youth Theatre’s production of “Cinderella”—a professional production on the main stage—with my family. I had the privilege of performing on that stage as a member of that very same youth theatre: an experience that I still treasure as an adult, and one that encouraged me to continue my education in the creative arts.

After studying drama at GCSE and A-level, I went on to the University of Chichester and obtained a degree in performing arts. Before this giddy world of politics ensnared me, I had the privilege of teaching the next generation performing arts at various organisations and in schools. I am living proof that a creative education can lead anywhere, including to this place.

The arts and cultural sector contributes well over £8 billion to the UK economy each year. It puts £2.5 billion directly into the Treasury through taxation, and the creative industries as a whole generated £125 billion in 2022. They account for almost 6% of the UK economy, create 2.5 million jobs and have a huge impact on the tourism economy, with one in 10 tourists to the UK visiting a theatre. Theatres sell 34 million tickets a year across the UK.

[Matt Rodda (Reading Central) (Lab)]

The hon. Lady is making an excellent speech, and I commend her for her work in this area. Does she agree that many wonderful venues could be developed across towns and cities in this country? In my area, Reading Gaol has incredible potential. It has been derelict for some time, although it was bought recently. We are trying to see what arts provision can be offered there. Is there not enormous scope for developing more theatre and art space across the country, which can provide incredible value to local communities?

[Jess Brown-Fuller]

I thank the hon. Member and commend him on his work in trying to get Reading Gaol opened as an arts space.

A project in Selsey in my constituency is trying to restore a beautiful old pavilion, which used to hold many events but was then left to go to rack and ruin. The Selsey Pavilion Trust is working tirelessly to try and get that venue up and running so that the Selsey community can once again enjoy arts in their own town.

As a country, we have a duty to ensure that the next generation of employees is suitably equipped to join a sector that can drive the growth and innovation that the UK needs now more than ever. We must ensure that a career in the arts continues to be seen by our young people as a viable and valuable choice well into the future.

I remember having that debate with my mum, in an Italian restaurant at the age of 18, after I had been accepted to go to university to study business. I confessed that I was following that path so that I could get a proper job, and that I did not believe that she could possibly support me in following my real desire: to study theatre. Luckily, she did, and it paid off—I turned down that place at university, and a year later went to the University of Chichester to study theatre. My degree not only taught me the craft of performing arts, but developed valuable personal and employment skills, such as collaborative working, demonstrating initiative and problem solving.

To be clear, the creative arts are a broad field that includes many artistic disciplines. Although my background is performing arts and drama, when I talk about a lack of creative arts in our education system, I refer not just to drama, but to music, dance, visual arts, creative writing, textiles, and the design and technology subjects.

In this debate, I want to focus on the structure of the English baccalaureate, and the failure to include arts subjects in it. This is putting arts education in the UK in an urgent state of crisis, and will have a wider impact on the creative sector if not addressed by this Government. The English baccalaureate requires children to take up GCSEs in several subjects, none of which is in the arts. Since its introduction in 2010, arts subjects have seen a drastic decline in the number of students taking them further in their education: a 29% decrease in drama, a 24% decrease in music, and a 65% reduction in the six design and technology subjects. Compare that with geography, which has seen increase of 42%; history, which has seen an increase of 33%; and the single sciences, which are up by 38%.

The issue is very apparent in my constituency. Chichester College is investing in a state-of-the-art science, technology, engineering and maths building, which is due to open shortly—I applaud its work in getting that building up and running—while cancelling its drama A-level for new students this coming year, because of a lack of take-up. That has upset many students in the Chichester constituency.