What are the advantages and disadvantages of a musical education ...

neighbours. Languages were duly reinstated and primary schools are now legally obliged to
provide a minimum of one hour a week of foreign language tuition. It will take a lot more
than that to turn the British population into a country of linguists. However, music education
is not intended to produce a nation of musicians, but to provide an outlet for creativity and
expression, especially for those children who may be musically-starved at home. The fate of
music will not be announced until the spring of 2013. The talks of abandoning music from
the National Curriculum have caused much upset and there are now campaigns starting to
ensure that music remains a compulsory subject in schools. ‘It is absolutely vital that we
campaign hard between now and the end of April to ensure that Music remains a compulsory
National Curriculum subject’ (Savage, 2011).
An article by E. C. Wragg on primary teachers and the National Curriculum discusses some
of the worries primary teachers are having with teaching to the standards expected by the
curriculum. ‘In general teachers were not opposed to the national curriculum, but there were
numerous references to the short timescale, their fears about shortage of resources, the
personal strain that many felt, especially heads, and anxiety about assessment’ (1989). This
lack of confidence shown by primary school teachers could possibly be drawn from the fact
that primary schools aren’t using music effectively in the class room situation. Perhaps the
debate shouldn’t be whether or not to have music as part of the National Curriculum, but how
music can be used more effectively to benefit pupils in primary schools. ‘The commercial
music world offers, at the touch of a switch, a dazzling array of polished performers and
recordings by professional composers, song-writers and musicians. Amateur music, in
orchestras, bands and choirs, also demands a high level of performance’ (Glover, 2004, P.1).
With this perception of music it is easy to understand how teachers may find it hard to see
how music could really have an effective impact in a primary school classroom situation.
However Joanna Glover writes:
‘Music should take its place in the picture alongside the more formal aspects of musical
composition and performance. The curriculum must allow for the breadth of the role that
music plays within ‘ordinary’ life for everyone’ (Glover, 2004, P.1).
Becoming aware that music is a part of everyone’s everyday life (and not just for talented
musicians) could help to build confidence in teaching music to children. It could also inspire
new and less formal ways of teaching that are no less effective than the more old fashioned
and traditional ways that have been used in the past. It is important to remember that at
primary school age all children develop at different stages. Some children may learn to write
their names faster than others and some may be able to draw well, while others may struggle
with those same skills. If a group of primary school children were asked to draw a picture of
an object, the drawings would all look very different. They would be different shapes, sizes,
and colours. Some would be neat and others messy- just because they were different it
wouldn’t make one child right and another wrong. The same principle applies with music; all
children will interpret music in different ways and it is important to allow young children to
express themselves and learn through experimentation. ‘All music has its roots in the
activities of ordinary daily human living’ (Glover, 2004, P.2). Music can be used in other
Music Education in Regard to Children CM6002 Emily McGregor 163930
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