This move alone has stimulated much debate and comment, particularly from such long-standing music educators as Richard Gill, who is firmly of the opinion that Music is a crucial art form that has a broad educational impact.
In an article in The Age on Feb, 9th, 2011, Gill states:
“Music, for example, when it is properly taught, requires an extraordinarily high level of listening and concentration from the student. It requires the student to have a capacity to work in the abstract, an ability to work across several skill areas simultaneously and the ability to rationalise this verbally.”
Another article involving Mr Gill published in The Age on May 9th, 2011 makes the following troubling statement:
“The figures are bleak. One in 10 Australian schools did not have a music program, while one in three had great difficulty finding properly trained teachers. Two-thirds of schools described their music education as "variable and patchy". Of the people teaching music in schools, 13 per cent had a teaching qualification and 20 per cent had no music qualification.”
The evidence regarding the power of music and music education in particular to impact on all aspects of a child’s educational and personal development is already in. The evidence is there.
But the question must be asked: What impact will the establishment of a National Curriculum for the Arts have on those many schools who simply cannot afford to deliver a comprehensive Arts or Music Education program?