Pursue a Career in the Arts

“Arts in school are a crucial ingredient in the making of UK’s creative life – one of the nation’s unique selling points. But artists, musicians, writers and actors are not born skilled,”

Paul Steer, Head of Policy at OCR (the exam board responsible for awarding GCSE’s, A levels etc) makes a valid point. Whilst artists may be born with a natural penchant for the creative, that given talent remains raw and unskilled without professional training. Placing value on the arts in secondary schools continues to be a grey area that I do elaborate on and research more through other articles and surveys, but this particular piece of writing will focus on the financial barriers to our wealth of top quality arts education at higher education level. Because we truly are blessed in that particular area of study in Britain. Of the worlds top ten performing arts institutions listed in 2016, five of them were in the U.K. This statistic provides an optimistic vision of a culturally rich nation boasting a vast sea of educational opportunities for the artists amongst us as they seek to better themselves, to fine tune their valuable skills with our nations elite as their mentors. And what an exceptional nation we could forge if such a premise was to materialise. Britain is exceptionally proud of it’s ethnic diversity, (just as an aside; if you found that last statement to be a little jarring, it may be well worth considering that this blog, and perhaps this entire country, is not the place for you) and the possibilities of infusing our nation’s culture with such diversity are endless. A vibrant tapestry of Western classical, international folk, traditional celtic, commercial pop, musical theatre and endless other genres of music and performance should be filling our prospectuses, allowing our conservatoires to throw open their doors to hoards of dynamic, passionate, creative learners. And it must be noted immediately that those learners will categorically not rush to their nearest job centre, freshly printed degree certificate in hand, and begin demanding your own personal, hard-earned taxes. No, no, Good Samaritan. Put your wallet away and remove your hands from your pockets. A 2015 study showed that the creative industries had moved into first place as the fastest growing economic sector in our nation, worth £76.9 billion to our economy, and responsible for almost 6% of our jobs. But the good news doesn’t end there! It is a well kept secret that arts education moulds employability across a huge range of sectors. Arts education reaches the mind, body and soul of it’s students. It encourages self assessment, creativity, organisation, dedication and a constant acceptance of constructive criticism. It creates a growth mindset and a constant need for self improvement. It is little wonder then that Steve Jobs was known to credit his international success to the actors and musicians that he entrusted as his employees. So do not fear for your taxes, dear reader, and instead take comfort from this 2015 Independent article that lists the top ten graduate employment rates from higher education, when you notice that six of them are arts institutions. 

http://www.independent.co.uk/student/news/exam-results-2015-top-10-uk-universities-where-youre-most-likely-to-get-a-graduate-job-from-10460240.html

Hurrah! I hear you cry. Join me, as we await the influx of diverse and dynamic graduates, ready to change the world as we know it with an overdue injection of culture, creativity and a bloody impressive passion for their work. 

They will not come. 

They cannot afford to. 

The Office for Fair Access states that the absolute maximum amount an educational establishment can charge in tuition fees for a full time course is £9000 per year. They’re also quick to reassure potential undergraduates that only 26% of universities in the United Kingdom actually charge the maximum amount for all of their courses. A quick Google search however, would confirm that there is a very high possibility that the majority of that percentage is our conservatoires and arts institutions. Bird College London, the Birmingham Conservatoire, Leeds College of Music, the Royal Academy of Music, the Royal College of Music, The Royal Scottish Academy of Music and Drama and the Royal Welsh College of Music and Drama; all esteemed providers of arts education, and all preempting yet another rise in the cost of those studies by listing all of their BA and BMus performance degrees as £9250 per year, for the duration of a three or four year course. That’s £37,000 of debt, in course fees only. The U.K. Visa and Immigration (UKVI) services require international students applying to study in London to prove that they have a monthly living allowance budget of £1265, or in other words an annual income of £15,180. Using these figures as guidance, a degree from any of London’s top arts education providers is going to cost you £97,720.

£97,720.

These jaw dropping figures are simply evidence of the continuing class divide within our performing arts education. How is it conceivable that in 2017, some of our most creative minds and potential talents are excluded from their personal possibilities because of the obscene financial barriers errected around higher education? How can it possibly be acceptable that young learners from low income households must still shape their future aspirations around their parents salaries? The arts remain an elitist enterprise, and it’s time for change.

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Secondary School Teachers of the Arts 

I’m currently researching barriers preventing young people from accessing creative and performing arts education at higher education level, as well as where and when these barriers are most prominent. Whilst no one could dispute that there is a lot of exceptional work happening in secondary schools, some teachers that I’ve recently spoken with feel limited by our curriculum, or frustrated at a perceived lack of support for their school’s hierarchical superiors. Results of the below survey will be used to aid my research into this particular field, however participants will of course remain completely anonymous. I would be exceptionally grateful if those of you working as teachers of either music, dance, drama or art could take the time from your day to answer the below questions, and if you have any pearls of wisdom, specific concerns or success stories then I would also be delighted to hear them in the comments.
https://www.surveymonkey.co.uk/r/MHFY3G5 
Thank you in advance for your time,
Laura Kayes 
1) What subject do you teach?

2) Do you feel your subject is valued equally to others in our current curriculum?

3) How much time do you spend with your assessed student groups each week (those studying for their A Levels/ GCSE’s/ National 5’s etc)?

4) Roughly what percentage of your assessed sessions are practical based and theory based? 

5) Do you find that your students are able to engage effectively in both practical and theory based areas of your specialist subject?

6) Are you aware of how many assessed learners are in receipt of free school meals?

7) Do you believe that students who attend extracurricular classes or activities in your specialist subject are at an advantage? I.e. Do those who attend stage schools or instrumental lessons achieve more highly than their peers who do not?

8) Are you aware of any organisations, grants, funding streams or bursaries that would support students to access extracurricular activities?

9) What percentage (roughly) of your learners progress into higher education in your subject area? 

10) Do you have any other comments or concerns?