Richard Gill says it well and with the passion of a man for whom educational change is not just a pedagogical exercise. My younger son, a VCASS music student, has had the absolute pleasure and privilege of working with Richard on a performance of Dido and Aeneas, as well as during recent MYM Summer School. Richard’s love of music and dedication to excellence in music education was obvious – my son would come home glowing, impassioned and totally connected to the the process of learning within the musical work. He was reflective, evaluative and lucid in ways I hadn’t observed before.
Before the MYM concert – presented as a transparent workshop – Richard Gill spoke passionately about the importance of music education, and the need for people to speak up collectively so that excellence in Arts teaching would not be compromised in Australia. In the following article, his message is loud and clear – the obsession and complete focus on our current testing in schools is robbing our young people of true learning – learning which develops and nurtures creativity, originality and imaginative thinking. I absolutely agree.
Read the article and judge for yourselves.
Wake up, Australia, or we’ll have a nation of unimaginative robots.
School is back and it is a matter of regrettable fact that large numbers of children in state and independent schools will be subjected to a style of teaching directed exclusively to producing satisfactory results in national literacy and numeracy tests and consequently scoring high ratings with My School.
I want to make my stance very clear from the outset: NAPLAN tests and My School have nothing to do with the education of a child. This abhorrent and insidious method of assessing children, teachers and their schools needs to stop now. Principals, teachers and parents need to stand up and be counted and resist this unnatural activity, which only succeeds in turning education into some sort of cheap competition in which the last consideration seems to be the mind of the child.
Screaming the words literacy and numeracy from Canberra does not constitute having an educational policy. In fact, the race to become the most literate and numerate schools with the best rankings nationally is exacting a terrible price.
Evidence is now available that schools all over the country are cutting back on arts education to devote more time to subjects that will make children literate. It can be demonstrably proven that activities used in teaching for the national tests destroy individuality, stifle creativity, stultify thought and make all children respond in the same way – a sort of educational circus in which the children are the trained animals and the teachers the poorly paid ringmasters.
The very things that promote literacy and numeracy are the arts, beginning with serious arts education in the early years. If we want a creative nation, an imaginative nation, a thinking nation and a nation of individuals, then we must increase the time for arts education, especially music education. If we want a nation of non-imaginative robots who can do tests, then we are well on the way to achieving that condition.
Parents need to know that it is through participation in arts subjects that the mind, imagination, spirit and soul of a child are stimulated. Through this stimulation comes a bonus in all other areas of learning.
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.
Children’s involvement in musical activity has a profound effect on the development of the child’s general learning. It is now proven beyond doubt that children who are engaged in arts activities, especially music, have advantages in all areas of learning. The research is in, proven and beyond doubt. Why, then, with the evidence so overwhelmingly supporting children’s involvement in arts education, would schools decide to reduce teaching time in these important fields?
In supporting statements of this nature, let’s examine one school in Victoria, the Victorian College of the Arts Secondary School, where senior students spend half a week on the academic curriculum and half a week on their chosen arts discipline. Each year the students from this school seem to do extraordinarily well at the year 12 examinations in spite of only spending half the time on academic work.
How can this be? My view is that they are highly motivated children who have, early in their lives, encountered enlightened parenting and teaching and are motivated to work hard in all disciplines in an environment that promotes creativity, imaginative thinking and individuality. In short, most of them have had early, prior opportunities.
All children in Finland, Norway, Sweden and Denmark seem to have such opportunities; why can’t all Australian children? By ignoring arts education we say to our children: ”You are too stupid to have good education in the arts – your brains will never cope with intense learning in music, for example, so we will only do the bare minimum with you in any arts education and really concentrate on getting you through your NAPLAN tests.”
Wake up, Australia, before it’s too late. Teachers, parents and children need to let governments know that we are heading into a cultural and educational crisis unless we address these issues now.
Richard Gill is the music director of Victorian Opera.
Article in The Age and The Sydney Morning Herald Wednesday 9 February 2011.
One thought on “Focus on national tests robs children of true learning”
It’s certainly the case that shouting “Literacy” and “Numeracy” from Canberra, or from Washington DC, by itself does not raise test scores. What does? Apparently rigorous attention to what is ON the test, followed by rigorous regimentation of what happens in class so that class is ONLY about the test. (See Paul Bambrick-Santoyo, DRIVEN BY DATA).
But, as you say, the real issue is that students need to be feel connected to their sense of themselves as artists, as learners, as thinkers, as doers, as makers. And increasingly, we can’t do that in only one model of school. What we really need is dissensus of schools — in which many different schools all adopt their own model of school, and try a variety of different models of school. We need some new models of what will work, and it’s hard to do that when all the schools are working from the same model that we already know has failed.