Creative Industries — House of Commons, 2016-07-07
Topic: Education
Fiona Margaret Mactaggart (Labour, Centre-left): In his autumn statement, the Chancellor said: "Britain is not just brilliant at science; it is brilliant at culture too. One of the best investments we can make as a nation is in our extraordinary arts, museums, heritage, media and sport."—[Official Report, 25 November 2015; Vol. 602, c. 1368.] If we do not also invest in education that prepares children to play roles in those industries, we will slide backwards. Many of the people in this debate participated in the Westminster Hall debate earlier this week about the impact of the EBacc on education, theatre, art, drama, music and other expressive arts. Our concern during that debate was that there is a direct relationship between the introduction of a mandatory EBacc in a limited number of subjects including none of the aforementioned, and the reduction in the number of students taking GCSEs, A-levels and other examinations in those creative subjects The Minister for Schools, in arguing that there had been no such decline, relied on figures that were at least a year old to sustain his argument. He said: "My assertion is that there will be no significant fall in the arts subjects as a consequence of the EBacc figure of 90%."—[Official Report, 4 July 2016; Vol. 612, c. 215WH.] I have seen evidence that such a fall is already occurring. If our figures are correct and if there continues to be a decline, I want the Minister for Culture and the Digital Economy to meet his colleagues in the Department for Education and persuade them of what I am certain is the unintended consequence of the EBacc proposal. Ministers say that we need the EBacc to get us to the same level as Iceland, Ontario and many countries which frankly are nowhere near ours when it comes to the performance of their creative industries. Will he agree to meet the Minister for Schools and ask him, if the decline continues, to include at least one of these expressive subjects—students should be able to choose which—within the suite of mandatory GCSE subjects? If we do not do that, we will slide backwards. There is no doubt that our brilliant creative industries depend enormously on children having experience of drama, dance, art, and music in school, and on the creativity that has traditionally been part of UK education A number of things that are now part of the creative industries were not invented when I was at school: video games, beatbox, Twitter—those things simply did not exist. Indeed, email did not exist. We must ensure that young people get experience at school of the creativity that is possible, and of the disciplines and craft that lie at the heart of many of our creative industries. Earlier, the right hon. Member for Basingstoke (Mrs Miller) said that it is not necessary to study those subjects professionally to be creative, which is absolutely true. However, it is necessary to have experience of them, and I am concerned about the number of children—specifically those in the least privileged communities—who are losing contact with those experiences There are wonderful opportunities. Earlier this week I was at the National Theatre watching the Connections youth drama festival. It showed outstanding work done by young people in theatre groups around Britain. However, many young people have never had the opportunity to participate in a live performance of music or theatre, and many have not experienced or learned from someone who is employed in a creative industry When the Minister responds to the debate, will he commit to discussing with the Department for Education whether my prediction about what is happening to expressive arts subjects in our schools is correct? Will he speak directly to Ministers about ways to end that decline, and will he ensure an opportunity in our schools for children to experience live theatre, and for every child to visit a museum and hear directly from someone who is employed in a creative industry and who makes their living through creating things As a previous primary school teacher, I know that children are creative. Play is children creating things, but often that creativity is driven out by the way we teach them. Instead of driving out their creativity, we must give children the skills that allow their innate creativity to be developed. That means not just investing in education, but for the Minister to expect all arts organisations to take their responsibility to young people seriously. I am not saying that arts organisations do not do that—I have just cited an example of one of our premier arts institutions that does exactly that. A few days ago I went to the Barbican, and children were part of the performance of Sir Peter Maxwell Davies’s last opera. There are lots of good things to be proud of, but every child should have an opportunity to engage with some of our great creative institutions and learn from them, so that in future our creative industries can make the most of that talent I refer the Minister to Dickens’s "Hard Times". Sissy Jupe, who knew everything there was to know about horses because she worked in a circus and her dad ran it, was unable in a single sentence to define a horse because it was such an exciting animal, whereas Bitzer, pupil No. 6, came up with the right answer: "Quadruped. Graminivorous," he said. That is what we are heading for in our system. We reward the Bitzers of this world and do not nurture Sissy Jupe’s understanding. I know the Minister would like to do that. He could interact with the Department for Education to change its Gradgrind approach and ensure that every child in Britain has a chance to learn how best to use their creativity.