anthony galvin

Next month parliament will debate the removal of performing arts from exam options for 16-18 year olds. The debate will only take place because over 100,000 people signed an online petition. MPs on all sides seemed to have little understanding of the impact that creative and performance based subjects have on students. Both on their potential futures and the needs of businesses. 

I am someone who benefited enormously from studying music and drama throughout my schooling. In particular studying performance based subjects at GCSE, A-Level and then at degree level. These studies equipped me for life and work in many ways.

These studies introduced me to a creative literacy that I hadn’t experienced before. The ability to communicate abstract thoughts or big ideas through sound, word or gesture wasn’t always part of my life. I grew up in a declining northern town in the 80s and 90s. Performing arts field trips to local theatres and concerts opened my mind to a broader view of the world. It wasn’t easy for most 16 year olds to stumble across Brahms or Brecht in Rochdale.

Beyond exposure to a broader hinterland, these performance lead studies also started to develop a set of softer skills. They gave me confidence in-front of an audience, the ability to communicate as part of a group and an understanding the importance of rehearsal time. These are skills I continue to use and develop as part of my day-to-day work. Without them I wouldn’t be able to do the job I do now.

As with most of our daily lives, technology plays an increasingly important role in performance and the arts. I spent my late teens playing with a whole range of niche and now obsolete devices. Trying to wrestle their output into some sort of communication or emotional response. I do the same sort of thing now, just with a different set of technologies.

The key skills of the future are creativity and communication linked to technical capability. We should be encouraging more children to take creative performance based subjects seriously, not fewer.