'Not enough music': a critique of music education in schools in England

This paper presents a critical overview of music education in schools in England, both generally and historically up to the end of 2019. It was decided early on that justice could not be done to all the nations of the UK - Scotland, Northern Ireland and Wales - with their respective rich and important music cultures; neither could there be an international comparative analysis: while these two perspectives are important, it would have required a book rather than a monograph to fully explore these dimensions. This monograph was researched and written by me from late 2016 to late 2019. It started as a short article, maybe 3000 to 5000 words, for a journal, but as I read more, visited places and researched more deeply and widely, I realized that a short journal article would not do justice to the subject. I was also persuaded that the finished work should be written in accessible English and should reach a much wider readership than a narrowly academic journal article would allow. So it is now a research monograph, 29,000 words long and with over 100 references. I consider the current state of teaching and learning in music education by drawing on national and local research projects including online web research, observations, and visits to institutions, as well as on my own insights and experience. The visits included a variety of schools and colleges, interviews, and attendance at key conferences, along with phone conversations and personal discussions with people in music and music education, and extensive reading of major texts and reports. The monograph includes historical perspectives as well as considering the social, political and economic aspects of music education, including issues related to the substantial inequality in access to instrument learning and the variable quality of the reach and provision of music education in schools. It attempts to offer a balanced view, exploring the negative aspects but also featuring positive coverage of the many successful initiatives at local and national level, often promoted by schools, government policy, concert halls, universities and music colleges, music professional bodies, charities and other third sector organizations. It also seeks to explore and celebrate the many important manifestations of music in the public domain in England, as a background to questioning, along with music reports and professional organizations attached to the cultural and creative industries, why music education in schools has increasingly suffered underfunding, decreased provision and lowered status in the school curriculum, when England has such a world-renowned, diverse and rich music culture. Relevant developments and research on music and arts education at De Montfort University are also discussed and Dr Austin Griffiths, my colleague and member of the Education Studies staff, was invited to write a special analysis of elite music education based on his ongoing research

The economics of copyright law: a stocktake of the literature

This article is a survey of publications by economists writing on copyright law. It begins with a general overview of how economists analyse these questions; the distinction is made between the economics of copying and the economic aspects of copyright law as analysed in law and economics. It then continues with sections on research on the effects of copying and downloading and the effects of unauthorised use (‘piracy’) and ends with an overall evaluation of the economics of copyright in the light of recent technological changes. Economists have always been, and still are, somewhat sceptical about copyright and question what alternatives there are to it. On balance, most accept the role of copyright law in the creative industries while urging caution about its becoming too strong. And although European authors’ rights are different in legal terms from the Anglo-American copyright, the economic analysis of these laws is essentially the same

Measuring Chicago's (Artistically) Creative Economy

This study measures the creative industries and workers of Chicago and eight peer cities. It is meant to provide an objective benchmark for Chicago as it undertakes the goals articulated in the Chicago Cultural Plan 2012 of attracting and retaining creative professionals and measuring the size and strength of the cultural sector. Quick facts:Creative workers, a group which includes professionals such as scientists and programmers as well as artists, make up almost 21% of Chicago's civilian labor force, which approximates the portion of creative workers in the US labor force.However, if one looks at artists specifically, Chicago rises above the national baseline: the portion of Chicago's labor force made up of artists is 1.6 times that of the US.An estimated 63,008 artists work in Chicago. Designers represent the largest share of the artist workforce in Chicago, at 36.3 percent.Fifty-seven percent of Chicago's artist labor force is employed in the for-profit sector. Among the cities studied, only Houston and Philadelphia employ barely larger proportions of their artist labor force in the for-profit sector.Chicago's artist workforce is less diverse than its total population in terms of race and ethnicity. Seventy-four percent of Chicago's artist workforce is White (non-Hispanic), compared with a total population that is 32 percent White (non-Hispanic).Among Chicago artists, writers/authors and architects are most highly concentrated compared to the U.S. as a whole. Chicago also has higher concentrations of designers, musicians, photographers, actors, and dancers compared to the national baseline

Artful Living: Examining the Relationship Between Artistic Practice and Subjective Wellbeing Across Three National Surveys

Over the past few decades, elected officials and policy leaders have increasingly focused on "quality of life issues," seeking ways to not only create jobs and grow the economy but also to help people both strengthen family and community life and advance health and happiness. The arts have a role to play in this new agenda. In 2011, the National Endowment for the Arts collaborated with the U.S. Department of Health and Human Services to host a convening examining the relationship between the arts and wellbeing. From that meeting emerged an interagency task force involving 13 federal agencies and departments with the goal to encourage more research on how the arts help people develop their full potential at all stages of life. Rocco Landesman helped frame the new initiative when he remarked, "How do the arts help build us as a people and as individuals? We share a fundamental mission -- how to improve the quality of life. The arts are central to human development".This report represents an initial exploration of the thesis that the arts are essential to a high quality of life. Using three national datasets, we examine the correlation between artistic practice and wellbeing among a representative national sample of adults, a sample of undergraduate seniors, and a sample of former arts graduates. Overall, we find strong support that artistic practice is associated with higher levels of life satisfaction, a more positive self image, less anxiety about change, a more tolerant and open approach to diverse others, and, in some cases, less focus on materialistic values and the acquisition of goods

A Standardised Procedure for Evaluating Creative Systems: Computational Creativity Evaluation Based on What it is to be Creative

Computational creativity is a flourishing research area, with a variety of creative systems being produced and developed. Creativity evaluation has not kept pace with system development with an evident lack of systematic evaluation of the creativity of these systems in the literature. This is partially due to difficulties in defining what it means for a computer to be creative; indeed, there is no consensus on this for human creativity, let alone its computational equivalent. This paper proposes a Standardised Procedure for Evaluating Creative Systems (SPECS). SPECS is a three-step process: stating what it means for a particular computational system to be creative, deriving and performing tests based on these statements. To assist this process, the paper offers a collection of key components of creativity, identified empirically from discussions of human and computational creativity. Using this approach, the SPECS methodology is demonstrated through a comparative case study evaluating computational creativity systems that improvise music

Los Angeles County Arts Commission: Public Engagement in the Arts - A Review of Recent Literature

Do all Americans have equal access to the arts? Are the arts accessible and inclusive for all communities? National rates of arts participation as measured by attendance at live benchmark events have been trending down for the past few decades. Consequently, a narrative of arts decline in the US has been largely accepted, even as some accounts show cultural engagement experiencing a renaissance enabled by advanced communication technologies and changing demographics.This report, informed by a review of practitioner and academic literature, charts the concerns of arts stakeholders surrounding public arts engagement since about 2000, beginning with the discovery of a statistically significant decline in benchmark attendance as observed in the Survey of Public Participation in the Arts (SPPA). It also traces the role of the "informal arts" (folk, traditional and avocational arts) in broadening the definition of arts and cultural participation.Authors Henry Jenkins and Vanessa Bertossi (2007) have suggested that we are living in a "new participatory culture" distinguished by four factors:1. Low barriers to artistic expression and civic engagement;2. Strong support for creating and sharing what one creates with others;3. Transmission of knowledge and skills through informal mentorship networks; and4. A degree of social currency and sense of connectedness among participantsThis new culture makes measuring arts participation more difficult because traditional distinctions between amateur and professional, hobbyist and artist, and consumer and producer are blurring. Broadening the definition of arts participation to include leisure time investment in creative pursuits and arts-making helps enlarge the definition of art's value to society (Ramirez, 2000). Expanding our sense of "what counts" initiates new conversations by reframing the old question "Why aren't people attending?" as "What are people doing with their creativity-focused leisure time?" New cultural indicators are revealing the value of arts and culture in people's everyday lives, shifting the narrative about arts participation in the early twenty-first century from decline to resurgence.Even as both the concept and measurement of "engagement" in the arts has evolved over time, the understanding of the purpose of that engagement has varied. For some organizations, engagement has meant creating new inroads to existing programming. For others, engagement has meant developing new programs to capture the attention of new audiences. In 2015, this conversation took a new direction as people moved from talking about engagement as a process to focusing instead on a key outcome: cultural equity and inclusion. In Los Angeles County, as well as across the U.S., arts organizations began to focustheir attention on ensuring that everyone has access to the benefits offered by the arts. Viewed through this lens, this literature review should be seen as a companion – a prequel, even – to the literature review on cultural equity and inclusion published by the Los Angeles County Arts Commission in March 2016

The longer term value of creativity judgements in computational creativity

During research to develop the Standardised Procedure for Evaluating Creative Systems (SPECS) methodology for evaluat- ing the creativity of ‘creative’ systems, in 2011 an evaluation case study was carried out. The case study investigated how we can make a ‘snapshot’ decision, in a short space of time, on the creativity of systems in various domains. The systems to be evaluated were presented at the International Computational Creativity Conference in 2011. Evaluation was performed by people whose domain expertise ranges from expert to novice, depending on the system. The SPECS methodology was used for evaluation, and was compared to two other creativity evaluation methods (Ritchie’s criteria and Colton’s Creative Tripod) and to results from surveying people’s opinion on the creativity of the systems under investigation. Here, we revisit those results, considering them in the context of what these systems have contributed to computational creativity development. Five years on, we now have data on how influential these systems were within computational creativity, and to what extent the work in these systems has influenced further developments in computational creativity research. This paper investigates whether the evaluations of creativity of these systems have been helpful in predicting which systems will be more influential in computational creativity (as measured by paper citations and further development within later computational systems). While a direct correlation between evaluative results and longer term impact is not discovered (and perhaps too simplistic an aim, given the factors at play in determining research impact), some interesting alignments are noted between the 2011 results and the impact of papers five years on