Teach Secondary -Issue 15.1

Universal HARMONY Matthew Rudd welcomes what appears to be an increased emphasis on arts education in the wake of the government’s curriculum and assessment review... S inging along to the radio in your car. Dancing at a wedding. Taking in a live concert. All commonplace experiences that underscore the fundamental role that music and the arts play in our society. Luciano Pavarotti once said that “ A life spent in music, is a life well spent ”. By contrast, it’s been disappointing to observe the accusations from some quarters that restoring the arts as an educational priority amounts to a ‘dumbing down’ of the academic curriculum. Gradual decline That couldn’t be further from the truth. As any teacher of the arts knows, far from ‘dumbing down’ what students learn, arts subjects in fact develop and hone a range of skills that include critical thinking, creativity, problem-solving and collaboration – all of which are more vital than ever in our technology-driven world, even as some students struggle to perceive the value of non-STEM subjects, such as music. If it’s true that ‘Education is what survives when learning has been forgotten’, don’t schools have a responsibility to focus on what the arts can do for students, rather than treating them as a bolt-on to support wider learning? My own subject, music, is intrinsically valuable because of its role in young people’s personal development. England has one of the most extraordinary amateur music scenes in the world, which one could surely argue is evidence of its enduring importance beyond the classroom. Nonetheless, the fact remains that we’ve seen a gradual decline in entries for GCSEmusic that amounts to a 19% reduction over the last ten years. Faced with those kinds of numbers, how can we, as music teachers, hope to reverse what would appear to be increasingly negative perceptions of music as a subject, and instead encourage more young people to study it at GCSE and beyond? Improving accessibility It’s been well documented that uptake of GCSEmusic is significantly lower among disadvantaged students, compared to their more affluent peers. Finding ways to ensure that music can remain open and accessible to all, regardless of individuals’ personal circumstances, is therefore crucial. At Stephen Perse Cambridge, we don’t require our students to audition before joining one of our musical clubs or societies, specifically so that as many young people as possible can participate. From choir, to orchestra, to rock school, students are able to choose their preferred activity for themselves, and then build upon their skills by acquiring further practical experience. We’ve found that choir, in particular, is a valuable way of ensuring that all students can access music, regardless of their own circumstances or skills. Making it so that all students can enjoy the rich rewards of live performance is similarly important. Our lunchtime concerts therefore help to create accessible, low-pressure performance environments in which students are able to grow in both ability and confidence. Engagingwithyour local community You can extend your school’s music programme beyond the hall by establishing useful partnerships with local venues. In Cambridge, for example, we’ve been lucky to partner with not just local churches, but also with the University of Cambridge and its college chapels. Performing in off-site venues will inspire those students taking part, while also helping to raise aspirations for those who might not be used to attending live performances in such places. Other venues in the city – such as The Portland Arms, a much-loved pub and live music venue – help by hosting our Rock School performances, which provide our students with experience of giving authentic performances in real-world settings. I would also encourage teachers in state schools to explore any opportunities for potential partnerships with their nearest independent schools. After we received the generous gift of a Bechstein piano from one of our student’s parents, we were able to donate the good “Music is intrinsicallyvaluable because of its role inyoung people’s personal development” 58 teachwire.net/secondary