Posted 21 November 2024

The recent publication of the State of the Arts report, alongside the Sutton Trust’s Class Act report and the Creative Majority report, provide a stark assessment of the current state of arts education in the UK. These reports highlight a sustained and worrying decline in arts participation and education, particularly for young people from disadvantaged backgrounds. 

The State of the Arts: A crisis in the making 

The State of the Arts report reveals a significant decline in arts funding, provision, engagement, education, and employment. Key findings include: 

• Plummeting arts funding: A dramatic decrease in local authority funding for arts and culture, particularly impacting smaller organisations and community projects. 
• Declining arts education: A sharp fall in GCSE and A-level entries in arts subjects, reflecting a broader decline in arts education provision in schools. 
• Disparity in access: Unequal access to arts and culture, with young people from disadvantaged backgrounds disproportionately missing out on opportunities. 

The Sutton Trust’s Class Act: A deep-rooted problem 

The Sutton Trust’s Class Act report further underscores the social inequalities in access to arts education. Key findings include: 

• Socioeconomic disparity: A strong correlation between socioeconomic background and arts participation, with children from wealthier families more likely to engage in arts activities. 
• Impact on aspirations: Arts education can significantly impact young people’s aspirations and future career paths, but this potential is often limited by social and economic barriers. 

The Creative Majority: A call to action 

The Creative Majority report, produced by the All-Party Parliamentary Group for Creative Diversity, highlights the economic and social benefits of a thriving arts sector. It calls for increased investment in arts education and cultural participation to ensure a creative future for the UK. Key recommendations include: 

• Prioritise arts education: Invest in high-quality arts education in schools and community settings. 
• Support creative careers: Promote careers in the creative industries and provide opportunities for young people to develop their skills. 
• Increase access to culture: Ensure that everyone, regardless of background, has access to arts and culture. 

So, what can we do?  

These reports present a significant challenge for widening participation professionals. Whether your institution is a specialist arts provider or the arts is one of many subjects offered, there is work for us all to do! To address these issues, we must: 

• Advocate for change: Campaign for increased funding for arts education and cultural participation. 
• Build partnerships: Collaborate with schools, community organisations, and other arts providers to create more opportunities for young people from disadvantaged backgrounds. 
• Innovate and adapt: Develop innovative approaches to arts education that are engaging, accessible, and relevant to diverse audiences. 
• Measure impact: We know that the metrics for success in Higher Education (HE) are not always applicable to freelance artists, so we need to work towards a new definition for what success and value look like in the creative HE sector.  

We cannot do this alone though. By working together and connecting through all phases of education, we can ensure that the arts are accessible to all and that every young person has the opportunity to reach their full potential. 

 

James Rew, Access and Participation Manager, Leeds Conservatoire