Heart of Los Angeles (HOLA)’s Post

On 20 January 2023 (nearly one year ago), the UK Government refreshed "The National Plan for Music Education", which stressed how every child in primary education should have access to inspiring music teaching at school. I love how the government makes these reports or plans that look brilliant on the surface to the general public, but exactly how many qualified and certified music teachers are there to actually deliver that education? In my experience, the only music teachers available in primary schools are either peripatetic instrumental teachers employed by either their local council or music hub, or they are hired by cover teacher schemes who don’t require music education degrees to employ these teachers. There is a disconnect in priorities here. The funding may or may not be there for purchasing all the bells and whistles they want (pun intended), but who is going to teach the kids to become music literate? Does a Year 4 student know how to read music notation from a printed score or understand the definitions of music terminology or are they able to identify the 8+ musical elements by hearing a piece of classical music? How can a general classroom teacher know how to teach this if they don't have any training? It’s so different in the USA where I earned my BA in Music Ed, k-12, and taught for 8 years before moving here to the UK, where it is unheard of to have educated, degree-holding qualified music teachers teaching music in the primary schools. Sure, they are definitely hired n the secondary schools, but where do you think those high school students learn how to read music and perform on their instruments or sing in a choir? Not in any proper programs in public schools. Only in private or boarding schools or music-specific choir schools that are affiliated with their local cathedral will you find qualified, certified, degree-holding music educators. What about the talented kids whose parents can’t afford that kind of education? They miss out, because the government doesn’t build those requirements into the education system that a specialised teacher is needed to teach a specialised subject, regardless of the resources and equipment and instruments and technology the schools may have. This whole situation is very frustrating. I hope the powers-that-be in the school authorities wake up and realise that a major overhaul is still needed. We have a long way to go in our society. https://lnkd.in/euciitsk

Move in the right direction!

Take action now during Arts in Education Week for music education! https://lnkd.in/egBem5V8 With roughly 1 month remaining until Congress must determine how the federal government will be funded in FY 2025, we find ourselves at a critical point in the appropriations process. The House Appropriations Committee approved its FY25 proposal for Labor-HHS-Education funding, which not only SLASHES Title I funding by 25%, but also proposes the COMPLETE ELIMINATION of Title II funding. In addition to slashing funding for two of the Department of Education’s (ED) most vital programs, the current proposal would ELIMINATE the only Department of Education program focused on supporting the arts, the Assistance for Arts Education (AAE) program. The rationalization? “... funding provided by the Department should be focused on core education such as reading, writing, and math”. Do you agree with that statement? Now is a VITAL time to show our support for music education and federal programs that increase its availability. We urge NAfME members, parents, advocates, and all those who support music education to reach out to their representation in Congress through our VoterVoice campaign bit.ly/NAfMEgrassroots #ArtsEdWeek

If you want to know if music education is beneficial, just look at the top performing private schools in the NAPLAN results. Their strategy is usually aggressive and well researched. They have massive instrumental music programs as a drawcard for “customers”. This is not just a nice idea, it’s an outcome-based aggressive and competitive education strategy. I work in both state schools and leading private schools and see the clear results of music education in the curriculum. I’m just sad that most music education in state schools is extra-curricula and optional, at the whim of the principal or the P&C.

The IBCP and work based learning are exactly what our students need for navigating the world.

This is a brief study overview that shows the dependency between the percentage of children who attend music schools and the distance to the nearest music education center. Is it the 21st century or 19/20? At Lala, we believe that music education should be accessible and not dependent on the area you live in. Let's move music education online together! https://lnkd.in/deSubz5a

Our submission to the current NSW Joint Select Committee into Arts and Music Education and Training in NSW emphasises a five-part framework for enhancing music education. We propose a guaranteed minimum of 60 minutes of music education per week for all primary students, mandated up to Stage 4, and delivered by confident and capable teachers. Our timeline aims for 50% of NSW public primary schools by 2027, 75% by 2029, and 100% by 2031. This proposal is highlighted by Music Education: Right from the Start’s Emily Albert and Dr Anita Collins in a new article by The Sydney Morning Herald, which underscores the barriers currently faced in NSW’s education system including cutbacks in music programs and classroom arts learning time. Read the article: https://lnkd.in/gBXzjZcP

At Sydney Youth Orchestras we know the impact an accessible and great music educational program has on not just the participants, but the community that surrounds it. Did you know that the NSW Parliament is holding an inquiry into music education in NSW? Music Education: Right from the Start project team and many of our collaborators from across education, research, advocacy and music industry sectors are already hard at work on our submissions to the Joint Select Committee on #Arts and #Music #Education and Training in #NSW. They are calling on all advocates of music education – parents, teachers, students, musicians, arts and music lovers, industry workers, and all who value creativity in our community – to consider making one, too. What the Inquiry is looking for: In a recent submission-writing session hosted by @Nexus Arts at Western Sydney University, Committee Members Julia Finn MP and Emily Suvaal MP offered some advice on what they may be interested to hear, and structuring submissions: #Students’ and #parents’ voices! #Personal anecdotes and stories on #how #important #music #education #is, including from students, teachers and principals, highlighting the power of music education in the community, and how it makes a difference First-hand experience from current and long-time #teachers who can speak to what it was like in the past to deliver #music and #arts #education vs. now Testimonials, while concrete evidence is also valuable Any recommendations, including lessons from interstate Submissions can take any form, including reports, first-hand accounts, personal stories. Ideally aim for between 1-4 pages Organisations should describe their particular experiences, and organisations might include an executive summary, whereas individuals would describe personal experience and context Join #SYO in amplifying your voice, further details on submissions can be found in the link below.

🎶 Is music education just a "shop window" for talent, or does it offer something deeper? Howard Goodall's article into the state of UK music education offers insight and context, highlighting key issues we can't afford to ignore. • Threat to Music Hubs Plans to slash the number of Music Hubs from 116 to 43 could severely impact access to music education, despite their proven success. • Funding Cuts With funding for County Music Services dwindling from £82 million in 2010 (equal to £120 million in current value) to £79 million in 2024, the financial strain undermines the quality and reach of music education. • EBAC's Impact The introduction of EBAC has led to a decline in emphasis on creative subjects • Broader Impact Beyond the classroom, the decline in music education reflects a shift away from nurturing creativity and imagination, with implications for students' wellbeing. Read the article for wider context, it’s hard hitting but a fair representation of where we are and how we arrived here. To prepare our young people for an ever changing digital landscape, we will need better creative thinkers, more empathetic leaders and greater human connection. Let's ensure every child has the opportunity to unlock their potential through the power of music. #MusicEducation #CreativityMatters #UKSchools 🎵

The power of music to change lives: a national plan for music education by UK Gov Sets out our vision for music education and how this can be achieved through partnerships with schools, music hubs, the music and creative sector, and others. https://lnkd.in/eujazk4g