Music and the Deaf, the charity that brings music and the performing arts to deaf people, was the first ever signatory to the Music Manifesto when it launched back in 2004. Since then it has regularly pledged new initiatives.
We asked Paul Whittaker, founder and Artistic Director of Music and the Deaf, what he sees as the challenges facing music education.
"Music and the Deaf was delighted to be the first signatory of the Music Manifesto and has regularly pledged new initiatives since the launch. Although our own work is specifically with deaf people, we fully support the wider aims of the Manifesto and are well aware of the issues that others in the music industry and in music education face in creating and developing music opportunities for young people.
"It's incredibly hard to state what I think is the most important single issue in music education today but I've decided on a lack of provision and encouragement at Primary level. There's a vast amount of good work going on at pre-school level but this is not continued into Primary education for each and every pupil.
"The lack of music specialists means things go wrong from the beginning in many schools, which are then forced to rely on parents who are also musicians to take the school choir or provide instrumental support, whilst only the bare minimum of the music national curriculum is being taught. Once we get to KS3 so many teachers tell me that pupils (deaf and hearing) have simply not achieved a sufficient standard to begin studying the secondary curriculum, so there's a clear failing there as far as a coherent music curriculum and policy is concerned.
"I do know there are many music teachers who work incredibly hard, in difficult circumstances, but a lack of funds and resources, and the ridiculous demands of paperwork and the curriculum so often quench the creative spirit, when it should really be allowed to flourish. Inspiration is vital but how can we be inspiring when faced with the situation we currently have?
"Music teachers (particularly in the secondary classroom) have an immensely challenging role. In what other subject can you have two such disparate groups of pupils - those who are engaged in music out of school and love the subject, and those who consider music to be a waste of time - being brought together in one room under one teacher and successfully taught?
"It would be lovely to live and work in an environment unencumbered by the worries of finance and the obsession with league tables, SATs and all the other clutter of the modern school. It would be fantastic to have the chance to listen to young people telling us about their musical and artistic interests, hopes and dreams, rather than to 'experts' and government advisors who offer opinions on how and what we should teach. This is, admittedly, one of the things that currently bothers me about "State of Play" - where are the young people, the music teachers, those who are in the front line of music education and 'on the shop floor', so to speak?
"Reading Marc Jaffrey's interview in the summer 2006 edition of "Zone" and in personal conversations I've been struck by his commitment to the Music Manifesto and his desire to make its aims a reality for young people and schools. We at "Music and the Deaf" are equally committed, and a large part of our work involves educating hearing people about the value of music for all people. However, there are several issues that frustrate me: one is the focus on singing. Sure, singing is easy in the sense that there are no instruments to buy, and it allows primary schools to 'tick the boxes', but it's not easy at all for deaf pupils.
"Secondly, the lack of provision and awareness among music services for deaf pupils: prior to an approach from us, almost all Music Services admit they have no budget or training to work with deaf pupils.
"Thirdly, the attitude of exam boards in their refusal to acknowledge the difficulties deaf candidates face in aural tests. Every year I get teachers and parents contacting me saying that their deaf pupil or child wishes to take GCSE music (and even follow it as a career) yet they do not even start the course as they know they won't get a fair deal at the end of it. What kind of message does that give our young people about our attitude towards music and music education?
"There will be much debate over the next few months, especially when Music Manifesto Report No. 2 report is published. This is a time for us all to stand up and fight for music provision: for some it will be tough, for some a delight but let us not lose the focus, which is young people and the chance we give them to make music."
For more information on Music and the Deaf visit www.matd.org.uk
If you would like to respond to Paul's comments please Share Your Views here on the Music Manifesto website.