Seán Haughey (Dublin North Central, Fianna Fail)

I thank the Senator for raising this matter and for giving me the opportunity to outline to the House the position on this matter.

I am aware of the importance of using teaching approaches designed to stimulate both sides of the brain and which meet the needs of children with different learning styles. Music helps children to respond creatively, to express feelings and attitudes and to interact with others, as well as inculcating an appreciation of beauty and art. It supports the development of communication, co-ordination, numeracy, creative skills, social skills, team work and leadership skills as well as promoting children's self-esteem and an enjoyment of learning. It is also an important vehicle for personal enrichment and cultural expression. Further, it creates awareness and respect for other cultures. I am aware of the research which shows that exposure to music at an early age can result in improvement in general cognitive skills. I am also aware of its role in promoting long and short-term memory and spatial reasoning.

The National Council for Curriculum and Assessment is finalising a national framework to support early learning among children from birth to six years. This work highlights the role of music as part of the physical and creative development of the child. The framework is aimed at early learning provided in crèches, early childhood education settings, infant classes in primary schools and by parents in the home.

Music is a core part of the arts curriculum in all primary schools and comprises listening, responding, performing and composing activities. In infant classes, songs, nursery rhymes, clapping, movement and singing games and activities are important in language development and literacy as well as in promoting co-ordination, rhythm, self-esteem, self-expression and creativity. Music is also a recommended part of language development in infant classes. Listening and responding to stories, rhymes, poems and songs forms part of the curriculum in the infant classes.

The Senator will be aware that a revised primary curriculum in music, supported by a national programme of in-service training for teachers, was introduced in 2005. In May of that year the Minister for Education and Science announced a national tin whistles for teachers initiative. The latter is supported by IRMA and the Corrs in collaboration with the primary curriculum support service. Under this initiative, free tin whistles were made available to all teachers to support the implementation of the revised syllabus in music. In addition, an intensive first notes programme offered to teachers through the network of education centres has attracted high levels of participation. This investment is supplemented through a series of summer programmes in the arts in disadvantaged schools and a music initiative under which schools in disadvantaged areas are given once-off funds to purchase or replace musical instruments.

At post-primary level, music is an optional subject offered at ordinary and higher levels in the junior and leaving certificate programmes, and the curriculum continues the themes of performing, composing and listening skills, the development of music literacy and aural perception and the regular practice of vocal and or instrumental music. The leaving certificate syllabus allows students to specialise in the component of the course best suited to their needs and abilities, and the broad range of performance options has increased accessibility to the subject, allowing for students from diverse music backgrounds to participate.

In addition to the above, the equivalent of 93 whole-time teaching posts are allocated to a range of vocational education committees to support music education. This takes the form of individual tuition in instrumental and vocal music education and the provision of supports for choirs, orchestras and ensembles. Through this, approximately 68,000 hours of music tuition are provided annually. The Department of Education and Science also funds two pilot programmes in the City of Dublin and County Donegal VECs which promote music education partnerships along the lines recommended in the music network report.

The Department also provides for substantial levels of investment in music education at further and higher level. Overall, significant resources are invested in the provision of music education. Of necessity, the demands on the system require that we prioritise the actions to support the curriculum in schools. The Department is working closely with the Department of Arts, Sport and Tourism to explore how best a synergy can be promoted within school activity and the work of other agencies and how best our combined investment can be used to optimum effect. In this context, the artists in schools guidelines issued to schools are an important resource in informing schools of how best to plan, implement and evaluate partnerships with local artists and organisations which will provide stimulating and interesting learning experiences for children.