Agenda item

Music Education Call for Evidence

Report of the Director of Community and Children’s Services.

Minutes:

Members received a report of the Director of Community and Children’s Services regarding the Department for Education’s ‘call for evidence’ on music education. Members were asked to share their views on the importance of music education which would be captured by officers and fed into the Education Unit’s consultation response. The following key points were highlighted:

 

·         There is a mixed picture within the Family of Schools in the provision of music education.

 

·         The DfE’s model music curriculum was due to be released later in the year.

 

·         The City provides many programmes in support of music education

 

·         The importance and value of the cultural partners in Culture Mile Learning

 

·         Musical education supports the development of Fusion Skills.

 

·         The possibility of gaps in musical education unless a pupil’s journey through school was well-coordinated.

 

Following a question from a Member, it was confirmed that Sir John Cass Primary School would be included in the consultation response, however the Guildhall School for Music and Drama (GSMD) would be submitting its own response. As a conservatoire, GSMD would continue to face difficulty in ensuring diversity within its student body if the state sector continued to under-provide musical education.

 

It was noted that provision needed to be made in any new or ongoing school capital projects on the City’s Schools should be mindful of the need for practice room(s) and for the provision of instruments.

 

It was felt that more could be done to advertise free cultural and creative learning events in the City (e.g. evening performances at the Barbican) to the Family of Schools.

 

Members briefly discussed the importance of musical education for the mental health of pupils and for pupils with Special Educational Needs and Disabilities (SEND).

 

RESOLVED, that the report be noted.

Supporting documents: