A creative workforce does not simply emerge; it needs to be developed, encouraged and supported.

I can see from the fantastic and indeed creative workforce at MLC Academy that journeys of musical progression are both individual and complex.

Music lessons tend to bounce across a number of provisions and they are often chaotic and disorganised. Music education has been described as “patchy at best” (Henley 2011) and funding for the arts is suffering across the world. And yet there is an increase in studies reporting that music is good for our emotional and intellectual development. So why is there such a disconnect?

Music teachers wax lyrical about the benefits of music education. We hear often that music is good for us. It’s true! However, given the findings presented within the Henley report, perhaps we ought to be saying; good music education is good for us. Conversely, bad music education is probably bad for us. Sadly, the funding cuts faced by the arts result in some children receiving a poor music educational experience or no access to music education at all.

So what is the purpose of music education?

Studying music have been proven to enhance cognitive skills and academic performance. Music is maths, history and art and the skills learnt are transferable. Those who study music have been proven to have skills such as problem solving, planning and language based reasoning.

Sir Ken Robinson advocates the importance of being creative in this short excerpt.

A creative workforce doesn’t have to be limited to the arts but it is born from them. Creativity exists within science, technology, architecture, teaching, sport and more besides. It is therefore my argument that the purpose of music education is to help prepare an individual for the modern economy because those who can think creatively and with divergence will not only survive, they will thrive.

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