a pandemic Back to school 2020 – what's different?

Back to school 2020 – what’s different?

Martin Fautley, Professor of Education in the School of Education and Social Work at Birmingham City University, gives his thoughts on going back to school for the new academic year in light of COVID-19

Above: Martin Fautley

In our next feature Professor Martin Ashley, PhD discusses risk management in the performance and education space of COVID-19 It’s that time of year again already. The summer holidays are over, school uniforms have been outgrown, new ones bought; some students will be looking forward to their first day at a new school or sixth form college, as they move on from primary or secondary school. But this year is different. Many of those schools were left a long while ago, back in March in some cases. For many pupils, this new school year is more than ever a time of uncertainty, and of the familiar being different. They will have to adjust to that phrase ‘the new normal’. But the feeling of strangeness does not apply only to the children and young people; teachers will experience it too. Schools and music education hubs are working out what they can do with regard to music education and music making, and the possibilities and restrictions are changing rapidly, on an almost daily basis.

Music education is, in many ways, in the eye of the storm caused by COVID-19. Is it safe to sing? Can we sing with friends? How far apart do we have to be? Who is in our bubble? Can we play instruments with groups? Are the rules for trombones different from those for guitars? There is so much uncertainty that it is hardly surprising schools and teachers don’t know where to turn for help.

We all want our young people back making music together as soon as we can; we – the readership of this magazine – are already convinced of the benefits, so although in normal circumstances we could argue that saying this is like ‘preaching to the choir’, in the ‘new normal’ the choir probably isn’t there; or maybe, like those in some of our great churches, it has been closed down to save money.

In schools, we know that there have been contradictory messages. Some schools want to get back to what we might call the ‘old normal’ as soon as possible; others, including some high-profile academy chains, have talked about focusing on the ‘core’ subjects, as children will be ‘behind’. Lots of inverted commas in this feature, I know, but all these terms are bandied about, and it is assumed that they are ‘common sense’. But are they? Is dropping music so that kids can do more maths a good thing? Well, clearly not for music – and what about the children and young people for whom the music room is their second home? How will they cope, bereft of the subject that most inspires them to learn?

And ‘falling behind’ what, exactly? Some arbitrary benchmark that some Excel-wrangler has punched a few computer keys to invent? We need to keep an eye on this. We know that the ISM has long campaigned against the EBacc measure of schools, and the deleterious effect this has been having in those schools. We need to watch out that the COVID19 crisis isn’t used as a cover in some quarters to ramp up the EBacc by concentrating on the ‘core’ subjects even more. What we do know is that some GCSE examinations, by-and-large the ones in the EBacc, are having their content levels largely unaltered, whereas music and some other non-EBacc subjects may be operating on a reduced basis. Whether what is being done in this regard involves a Machiavellian sleight of hand, or is a well-meaning but ill-informed reaction to troubled times, will probably only become clear after the event.

But it is not only schools that are facing the new academic year with trepidation. Music education hubs and music services, which in the ‘old normal’ provided peripatetic music lessons to many thousands of our youngsters, are also concerned about what they can do and how they will do it. Online learning has been the enforced way of working during lockdown, but with the lack of clarity about what will happen in the new school year, plans for the autumn term are going to remain murky for a while.

For both schools and hubs, ensemble musicmaking is in a threatened position. From choirs to rock bands, orchestras to steel pans, making music has been highlighted as a threat. We need to be aware of the dreadful effects this virus has had on our population. Many youngsters will have lost friends, neighbours, or relatives. They will have a gap where there was once a person. We cannot simply expect them to drop in to singing activities, if they have been seeing and hearing so much in the media about how it may be problematic. We in music education have long known of the positive effects of musical participation, but we cannot coerce frightened and vulnerable young people and their parents into doing something that may cause them anxiety.

But on a more positive note, during lockdown we saw some tremendous examples of isolated musicmaking being joined up by the wonders of technology into amazing musical performances. What we didn’t see, however, was videos of massed long division – we need to keep the power of music firmly in our minds as we try and navigate our way in the coming days. Those of us in music education know that there have always been some who will dismiss music-making. Sometimes these people have a vested interest in promoting their own subject area or ideology. I repeat – we need to keep a close eye on what is happening in our schools. We know too that musical talent (whatever that is!) is not confined solely to the well-off. We don’t want children to slip through an absent musical net simply because of the lack of financial means of their families, or because the Excelwrangler has decided they need to ‘catch up’.

These are uncharted waters, and we need to stay alert, not just for the symptoms of the virus, but for music education too. We need to be as supportive of music educators, wherever they are working, as we can. Things are not going to be easy for any of us, but what we can be sure about is that this will be the start of a new school year unlike anything we have seen before.

Take care, everyone!

Martin Fautley is Professor of Education in the School of Education and Social Work at Birmingham City University, and co-author of the ISM’s National Curriculum assessment and progression frameworks for music.

To help ensure that music isn’t eroded from our classrooms you can write to your MP, we have provided a standard template on the next page to assist you with this, and you can become involved in campaigns like #CanDoMusic (ism.org/news/ candomusic-launch) and ISM's Bacc for the Future (baccforthefuture.com).

Breaking news: GCSE results day shows a continued decline in music entries

GCSE results published on 20 August by Ofqual show that the uptake of music continues to decline by 0.2%. Since 2010 there has been a 25% decline in music entries at GCSE. Deborah Annetts, Chief Executive of the Incorporated Society of Musicians, said: ‘GCSE music students experienced significant disruption this year and we hope that the grades published fairly reflect their hard work, following the process changes announced earlier this week by Ofqual. However, the late notice about the delayed publication of BTEC results has caused unnecessary stress for hundreds of thousands of students so urgent measures must be taken to ensure they are not disadvantaged if they seek to continue their musical education.’

‘It is concerning to see that yet again the numbers of pupils taking music GCSE have fallen, with a 25% decline since 2010.’ A-level results day: Music uptake falls by nearly half

A-level results published on 13 August by the Joint Council for Qualifications show that the uptake of music at A-level continues to decline, a worrying trend over the last 12 years that shows no signs of abating. Since 2008 there has been a 47% decline in music entries at A-level. However, a larger percentage of students attained the top grades in music in 2020 compared to all A-level subjects. Deborah Annetts said: ‘Young people studying A-level music this year have experienced significant disruption to their lives because of COVID-19 and the grades published must be a fair reflection of their ability and hard work. We are pleased to see that overall a larger percentage of students attained the top grades in music this year compared to all A-level subjects, and we congratulate all students from this year’s cohort. However, it is extremely concerning that the number of candidates in A-level music continues to fall: 47% over the past twelve years. ‘There is a vast array of evidence, including our State of the Nation report, demonstrating that funding cuts and accountability measures, such as the English Baccalaureate (EBacc), are devastating music education and creative subjects, yet the Department for Education remains fixated on this highly flawed policy.

‘It is vital that studying music does not become the preserve of the privileged few, which is why we urge the government to either extend the EBacc to include arts subjects, including music, or scrap it altogether. In light of the continued decline in music education, and the ongoing challenges the sector faces caused by COVID-19, the National Plan for Music Education, which expires this year, must be refreshed as a matter of urgency.’

Write to your school leaders to ensure that music education remains a key partWrite to your school leaders to ensure that music education remains a key part of the curriculum Template letter: Name of Head of School/ Chief Executive of Academy Address [Date] Dear [Name]

I’m writing as a member of your local community to ask that you take steps to ensure that music education remains a key part of the curriculum as schools return in full in September. I was pleased to see that guidance issued by the Department for Education on the catch-up curriculum stresses the importance of schools maintaining a broad and balanced curriculum, and that only in exceptional circumstances will some GCSE subjects be discontinued for certain pupils, and only in consultation with parents. All schools, regardless of how they are funded and managed, have a responsibility to provide a rich and diverse learning experience that prepares young people for adult life in the fast moving and creative 21st century. Music, along with all creative subjects, must be at the heart of this, especially throughout the catchup period. Music provides children with a chance for creative expression, social interaction and collaboration, and has been shown to support positive mental health, which is essential as we begin to recover from COVID-19 and the lockdown. I welcome the large number of head teachers and school leaders who have stated their intention that music will play a vital role in returning school life to normal in September. Government must support schools in the delivery of this crucial objective. However, I am disappointed to see that some school leaders have publicly stated their intention to focus on core subjects at the expense of creative subjects. Worryingly, some of these statements have contained disparaging remarks aimed at subjects that are wrongly considered less important. This prioritisation of core subjects at the expense of subjects such as music must not be allowed to happen. While I recognise the pressures that many schools and teachers will face when they return in full, the price for this must not be paid by pupils. Music is not only beneficial in the many ways I have outlined above; it is also a viable career pathway for many children. They must not be deprived of this opportunity, and we must not deprive others of their talent. So I am asking you to take steps to ensure that your teachers have the support they need to deliver a broad and balanced curriculum with music education at its heart. The government has provided the guidance, so I am requesting that you and your colleagues provide the leadership and take action to protect music education. Yours sincerely [Your name] [Your address] Please keep sharing your concerns with us and any responses you receive by emailing membership@ism.org ism.org/advice/ism-template-privacy-policy-and-advice