Committee Reports > List of Committees > Joint > 2000 > Committee on Education and Science > Report - Music in Education

TITHE AN OIREACHTAIS

HOUSES OF THE OIREACHTAS

Tuarascáil ón gComhchoiste um Oideachas agus Eolaíocht ar Cheol san Oideachas

Report of the Joint Committee on Education and Science on Music in Education

August, 2000

Contents:

Introduction

The role of Music in education is now recognised as being a vitally important part of a child's learning experience. Music is a skill that contributes to the development of communication, co-ordination and numeracy skills in children and young adults. It enables a child to enhance his/her creativity, while also providing a powerful vehicle for the improvement of self-esteem and confidence. It is important to highlight that Arts education has equal status as one of six broad curricular areas within the Primary Curriculum.

The status of music within the education system can only serve to promote an appreciation for music and the arts, to strengthen its place in society and to enrich the quality of life for those who participate. Students benefit from the challenge of learning new cultures and art forms, while also gaining an appreciation of their own cultural inheritance.

The provision of a high quality, creative music education is still not realised in the Irish Education system. According to the PIANO (Provision and Institutional Arrangements for Orchestras and Ensembles) Report of 1996, the fact that music proficiency is not an entry requirement for the third level Colleges of Education, leads to a real neglect of Music Education in the traditional school setting. It is essential that the Revised Primary Curriculum be implemented without delay, particularly in the areas of Arts Appreciation and Music Knowledge (see appendix 1).

The Committee had previously recommended the establishment of an Education Development Agency to oversee the implementation of various educational programmes. The establishment of such an agency would greatly help in the promotion and delivery of music education in our school system. We encourage the Minister for Education & Science to take up this suggestion.

The Oireachtas Committee on Education and Science has listened to many groups and consulted widely, in an effort to understand the teaching of music in our school system. During the course of our deliberations, we learned a great deal from the application of the Curriculum in Northern Ireland (see appendix 2). While the committee fully acknowledges the work of the Department of Education and the National Council for Curriculum and Assessment, the following are some important issues that need to be addressed.

Recommendations

1. Curriculum Support for Teachers

The skills, talents and motivation of teachers and those involved in music education are of utmost importance in the continuing provision of a quality service. Ultimately, it is the self confidence that teachers show to their pupils in the teaching of music which will actually enhance the subject at primary and secondary level. It is important to improve teaching standards for music by providing both trainee teachers and newly qualified teachers with confidence to improve their technique of teaching music in Primary and Secondary education. These attributes need to be supported and nurtured by the established partners. In career development with the involvement of music specialists, teacher representative bodies and in service course trainers is an ongoing process. This method needs to be continued and upgraded to facilitate a modern and innovative approach to music education. The committee is concerned at the shortage of music teachers that exist within the education system. We are also concerned at the small number of male music teachers. It is clear that talented musicians should be encouraged to enter the teaching profession and the Department of Education and Science should introduce a promotion campaign around this issue.

In the Guidebook for the New Primary Curriculum, the section on Music Education represents an innovative approach to the teaching of music. The Committee was greatly encouraged by the production of such a resource by the Department of Education and Science. We believe that the Handbook, if implemented correctly, will provide for a seismic change in the perception of music in the classroom with increasing personnel and resources from the Department.

The National Council for Curriculum and Assessment is in the process of introducing the Revised Primary Curriculum. As of June 2000, the Music Curriculum has not been implemented and will not be functional for the beginning of the next academic year as was anticipated.

The Joint Committee on Education and Science recommends that the Revised Primary Curriculum be introduced as soon as possible across the school system and that extra training resources be allocated to its successful completion.

2. Curriculum Design and Maintenance

The main content of the standard Curriculum as outlined in the Quinlan Report of 1990 states that the Music Curriculum should contain three strands of integrated activity; Listening and Responding, Performing and Composing. This Committee recommends that these features of music education become the basis of all classroom activity in the music education programme. There should be balance in the programme between music performance and music appreciation. The literacy section should be fully integrated with and grow from the musical activities in the Performing and Composing section of the programme. The introduction of this programme should be facilitated at all stages in connection with the National Council for Curriculum and Assessment and their implementation bodies.

The Committee believes that the implementation programme which surrounds the new Curriculum in Education should be at an advanced stage and should be ready for the academic year of 2000-2001.

3. Specialist or In Service Teachers?

The Committee has received a wide variety of submissions on the issue of music teacher specialisation. The question has frequently been posed, is it possible to provide a music programme throughout the education system without specialist teachers at Primary level? Where possible, music should be taught within the normal classroom situation in primary schools through the development of the self confidence of teachers to use their own initiative. Where this is not possible, through the lack of training or confidence of teachers, obviously a specialist teacher would be the ideal situation.

The committee has come to the conclusion that a specialist music teacher in every classroom is an ideal. It recommends that the Department of Education and Science aspire to providing this service in all schools. However, in the interim, the Department should introduce a system of sharing one specialist teacher between a small number of schools. We recommend that one music specialist teacher should exist for a maximum of five schools. The task of this specialist teacher would be to provide assistance and support to existing teachers in schools. Equally, we believe that a specialist teacher could help in the successful implementation of the revised curriculum. We recommend that the Department of Education initiate such a scheme on a pilot basis at first.

The Committee believes that the Department of Education and Science should establish a music centre for each region of the country. This centre could help to resource and provide in service training for music teachers, co-ordinate practical resources such as recording equipment and provide for teachers an easy point of contact into the world of music. We would encourage the Department to implement this recommendation as a practical form of assistance in the teaching of music.

4. Teacher Guidelines

With the advent and implementation of the new curriculum, it is also necessary to provide ongoing support for primary school teachers and music teachers. While the various unions and representative bodies provide an invaluable back up to teachers, the successful operation of the entire system will require a hands on support from the Department of Education and Science. We believe that in service training and support is vitally important to the implementation of the new Curriculum in music. The Joint Committee on Education and Science acknowledges the work of the In Career Development Unit of the Department of Education and Science. The teacher also requires guidance from the School Inspector; this is an important role which contributes to the retention of high standards of education in all disciplines. There are currently two music inspectors nationally at post primary level and one district inspector at primary level.

This Committee recommends that regional music inspectors should be appointed by the Department of Education and Science in an effort to help the co-ordination of the new curriculum. The Committee welcomes the introduction of whole school evaluation and would encourage all concerned to look upon music education as an integral part of a school’s evaluation and performance.

5. Assessment

There is a need to identify and prioritise the real objectives of the music education service in meeting the needs of students and teachers. Realistic and attainable targets for music literacy should be set; for example, each child should be able to read some form of music by the end of the Primary School cycle. However, for all children the importance of being able to play an instrument or compose a piece of music should be seen in equal light to the traditional forms of examination. More practical assessment methods can be implemented; where a teacher needs to reflect the level of musical theory knowledge in pupils, a relevant period of music performance is necessary. A musical forum within a school where music performance can be monitored, assessed and also applauded is important for the development of the pupil and the education programme. The traditional forms of assessment, i.e. examination by the Royal Academy of Music or the Junior and Senior Certificate are suitable for established musicians and schools which excel in music education, but do not reach a broad range of students or schools.

A review of traditional forms of assessment that would allow for a more accessible programme of study is recommended.

6. Music at Primary Level

Young children react in a more positive way to the stimulation and enjoyment that music performance and composition provides. It is acknowledged that the younger the student, the better the retention and learning skills. The Primary School section of the education system is so important to a young adult's formation. Music and its experiences contribute to this formation through the acquiring of communication and other cognitive skills. However, this (Primary School) part of the education cycle is still underresourced.

The Committee proposes that all children should be introduced to music performance in primary schools. Such performance could take the form of the use of recorders, tin whistles or keyboards. While the resourcing issue is a huge reality in many schools equipping schools with music instruments as mentioned above does not have to be an elaborate or expensive exercise.

The Committee recommends that additional funding be allocated towards the provision of a Post of Responsibility in the area of Music Education / Performance per Primary school.

7. Music / State Exams at Secondary Level

The Junior and Senior Certificate Music Syllabi have changed dramatically for the better in recent years. This is despite the fact that a major component of the course, namely the practical element, has remained totally under funded. The increase in awarding of grades for performance removed an over-reliance on knowledge of theory and history of music. The Committee greatly welcomes this development.

However, in the context of the current points system, Music is still perceived as a difficult subject. By comparison to other subjects it is difficult to obtain an A1 or A2 grade on an honours paper (see Appendix 3). Some improvements have been noticed in the 1999 examination results. The Committee believes that music is still stigmatized as a subject in terms of the number of students which take the course to senior cycle level. A concerted effort must be made, through the new curriculum, to encourage students to choose this subject as an exam subject. Those with an interest in or a talent for music are reluctant to choose music, where it is offered, as it is not seen as accessible within mainstream education.

The Committee calls on the NCCA to commission a study into the reasons why the grades for Senior Certificate music are consistently lower that those of other subjects. The Committee also believes that at least 50% of the total marks available to students who sit the senior certificate music examination, should be designated for oral or practical performance.

8. Music Education in the Private Sector

There is a large industry of Music Education in the private sector. Students who can afford and have access to can take music lessons both instrumental and in music theory from private tutors who are qualified to teach through the Royal Irish Academy of Music and related bodies. The State does not have a role in subsidising this form of Music education, yet it is probably the most common form of gaining proficiency in a musical instrument. There is an argument for trying to improve the integration of this form of tuition with the Primary and Secondary school system. This creation of a dialogue between the public and private system would provide an opportunity for students to broaden their musical education while sharing their proficiency with classmates and encouraging participation. The Committee was impressed to hear that organisations such as Comhaltas Ceolteórí Éireann have some 430 teachers nationwide teaching in excess of 600 classes. This resource, along with many other excellent teaching resources from other voluntary organisations, should be involved in the formal teaching, performing and listening of music education in our schools.

It is recommended that partnership be engendered between the school system and the private music teacher. This could take the practical form of the school providing a room for lessons and inviting the local music teacher to recruit within the school. Visiting instrumental teachers should be welcomed in the school environment. The Committee also calls on the Department of Education and Science to provide a subsidy for pupils who want to study music outside normal class times.

9. Group Projects

As a collaborative, interpersonal activity, music develops social skills through group performing or composing projects where ideas, instruments or specific skills are shared. It also provides opportunities for the development of lifelong leadership skills and fosters verbal and non-verbal communication skills. Music enhances a child's self-esteem, through group performances where each individual's contribution is vital to the group's success. This is very similar to the benefits of a football or hurling team. However, the resources supplied to sport in the education system severely outweigh those provided to the study and enjoyment of music. Membership of a choir, orchestra or a band is not within the reach of a student compared to eligibility to play on a sports team.

This Committee recommends a fair distribution of resources towards the provision of facilities for choirs, folk groups and orchestras in schools to enable regular public performances to take place. It is important to direct resources towards music participation rather than music appreciation.

10. Facilities and Resources

An investment in musical instruments for every school is long overdue. A wide range of instruments can be purchased at relatively inexpensive rates. In particular, percussion instruments are both popular and educational. These instruments, including those belonging to the Irish music tradition, can be a long-term investment and a great resource for a school. While providing an important facility in a school, the enjoyment factor is obvious and the educational results are considerable. The regular exposure to musical instruments can improve numeracy skills, co-ordination and communication techniques. It is also a method of nurturing musical talent from an early age. In the case of Secondary level schools, a good quality piano, organ or electric equivalent is essential to the proper resourcing of a school's Music department.

The Committee recommends an increase in spending to provide all Primary and Secondary schools with at least a good digital piano or organ and a performance facility such as a stage or theatre and music area. The Committee also recommends that a dedicated music grant be provided to every school in the country on an annual basis for the purposes of providing education tuition, purchasing of instruments or enhancing music education facilities.

11. Information Technology/ Music Technology

The role of Information Technology has become pivotal in the modernisation of traditional teaching practices. It is a valuable resource for any school or individual teacher wishing to broaden the variety of experiences for the music student. The Internet provides a vast library of references for students of music and an innovative, interactive music experience can be enjoyed on many educational websites. This facility can be used to its utmost in improving the accessibility and therefore the participation rate of music study. It must be noted that many of the institutions linked with Music performance and promotion do not have an educational or schools section. The National Concert Hall (see Appendix 4) website has a brief unrelated section of information on its Outreach programme; it is not child or teacher centred. RTE (see appendix 5) does not have a Schools section and the Contemporary Music Centre does not have a Schools section. This is poor public service in the area of education considering the above-mentioned bodies are heavily subsidised by the State. The Irish National Teachers Organisation has recommended that there be at least one PC allocated per classroom in Ireland with the appropriate software.

This Committee echoes the recommendations of the INTO in the need for a high level of Information Technology support and supply of relevant hardware to schools. There should be a full time on line facilitator for teachers of music and the music curriculum based in the Department of Education and Science. This would provide the much-needed back up to teachers for the implementation of the Curriculum.

12. Review of Traditional Arts Funding

All around the country there are numerous groups dedicated to the furthering of musical and cultural awareness within their communities. These take the form of Choirs, Orchestras, Chamber Groups, Traditional Music Clubs (Comhaltas Ceolteórí Éireann), Opera Societies, Dance Clubs, Variety Groups and Music Appreciation Clubs to name a few. Whether they are operated on a voluntary basis or non-profit basis or as a commercial venture, these community-based organisations provide an invaluable service to the cultural life of Ireland and the Committee recognises this.

State subsidised groups should make every effort within their resources to provide an Education Officer or a Schools Liaison Officer – to promote their music to a wider audience and to enhance the music experience for the Primary or Secondary level student. For example, a touring Opera could send the principal cast members to a local school for a class. A local choir could invite a Secondary School music class to a performance or a rehearsal. This is a practical way of furthering the scope of Music education throughout a Community.

13. Local Authority Arts Officers

Many Local Authorities now employ a full time Arts Officer or an Artist in Residence or both. This is another fine service to the cultural and aesthetic life of Ireland. It is even more relevant in that it is a regional exercise; it decentralises music performance and artistic displays from the traditional locations of large Dublin concert venues. These Officers operate under the auspices of the Local Authority, facilitating local art and music groups and funding Arts Festivals and Summer Schools etc. This situation is not consistent throughout every Local Authority.

The Local Authority Arts Officer position should be extended to cover all counties and funded accordingly. The Arts Officer or Resident Artist can provide another level of service to the County's schools, especially VEC schools. The Committee recommends that an interdepartmental Committee be established between the Department of Education and Science and the Department of Arts, Heritage, Gaeltacht and the Islands to collaborate on improving the service of the Arts Officer to local schools.

14. Performance Venues

The traditional venues associated with music performance have a great role to play in the promotion of practical forms of music education. The National Concert Hall in Dublin has an effective, if under-resourced Education and Outreach Programme. The Music Residencies that it organises in schools around the country provide a vital link between the workshop method of listening, performing and composing and the school curriculum. While this office of Education and Outreach and its activities are laudable, the NCH is still perceived as elitist and not as accessible as possible due to its Dublin location and event programming. It could improve its efforts to increase its National role as a Cultural Institution by creating even more initiatives with a regional bias. The Ark Cultural Centre in Temple Bar could be said to suffer the same location problem – although it too offers a good standard of outreach activities.

The Joint Committee on Education and Science recommends a continuation and an increase of the funding towards Outreach Programmes in the National Cultural Institutions and music venues from the Department of Education and Science and the Department of Arts, Heritage, Gaeltacht and the Islands.

15. Other Support Bodies

The Electricity Supply Board (ESB) is renowned for its support of the Arts and of the promotion of regional music exercises through its sponsorship of the National Concert Hall In Tune Workshops, and of Music Network.

The Committee recognises the work of this organisation and would seek to encourage a higher level of public private partnership through corporate sponsorship of the Arts.

The private sector can gain enormously through its involvement with the world of music performance and education; it raises the profile of a company while also adding a sense of contribution to the cultural life of the community or school where it directs funds.

16. Composers and Performers

Contemporary Irish composers have been to the forefront of lobbying for an improvement in the Music Curriculum in Ireland's education system. Composers and Musicians are vitally important to the cultural life of Ireland and their students. Where professional musicians interact with and teach children, they pass on an appreciation for the art form which leads to an increased interest and participation rate in music performance and enjoyment. This in turn leads to increased attendance rates at concerts and events and a higher level of recorded music sales, which of course is the main income of the professional musician and composer. This indicates the importance of the live music performer and composer in continuing the cycle of education. Bodies such as the Contemporary Music Centre and the Irish Music Rights Organisation, through their promotion and sponsorship of composers' activities, help to sustain an awareness of indigenous music.

The Committee recommends that this role be encouraged and expanded where possible. The Composers' Representative groups should continue to raise the profile of contemporary Irish composition through a schools programme.

17. Music Education Policy

Planning for music should be a collaborative and consultative process involving the principal, the teachers and, where appropriate, the parents and the Board of Management of a school. The school plan should address the extent and method of assessment and evaluation of music in the school, i.e. the purpose of music in the school and the needs of the pupils, the time allocated to tuition and the integration of the subject with the whole curriculum. It is essential that music remains a regular part of the curriculum, otherwise it can be overlooked. The Music section of the Curriculum needs to be timetabled correctly into the teacher's working day or working week.

It is the responsibility of the school principal to ensure the best practice of implementing the timetable for music education in line with recommendations in the Curriculum Guidebooks.

Conclusion

The new Curriculum is well structured and child centred. The three strands of Listening and Responding, Performing and Composing provide a practical method for the teacher and pupil of thinking and behaving musically while engaging with the other strands of the curriculum. Effective planning is an important element in the implementation of a broad and balanced music curriculum, the education system needs to have a sense of continuity in the teaching of music. The Joint Committee on Education and Science believes that it is essential that the school system provides a music education that engages all ages and backgrounds, that involves student and parent participation, that increases morale and literacy levels and that develops the creativity and musicality of all involved. The Committee believes that the Department of Education and Science is committed to the improvement of teaching and learning in music, however, the acid test in implementing the new Curriculum can only be judged when the Department of Education and Science provide ongoing support to teachers and schools. To date, music education in both the Primary and Secondary sectors has not received a prominent enough place on the school timetable. This must change if the bold objectives of the new curriculum are to be attained.