The Spanish Musical Education Confederation (Confederación de Asociaciones de Educación Musical, COAEM) and all the collectives and persons signing below declare openly their rejection of the Law Project for the Improvement of the Quality of Education in its reference to Musical Education.
Because the Law Project eliminates Arts Education as a compulsory subject in Primary School, and Music loses its mandatory character in Secondary Education so that a student could possibly end his/her School years without having ever studied Music.
Because basic Music Education is a citizen right and not an option that relies on the Autonomous Governments or the Schools. Therefore, it is the duty of the State to guarantee this right. Musical Education must be present at all levels, with continuity and an appropriate syllabus, promoting both the cultural and civic development of our students and allow them their access to a specific professional and academic artistic education.
Because, despite continual cross-country comparisons, there can hardly be found any country in the OECD where this situation exists (in which the music education has such a status).
Furthermore, some of the countries with the best results in the PISA report devote more hours to musical education than those currently allocated in Spain.
In short, suppressing partially or totally the hours allocated to musical education to devote them to “priority” subjects will not guarantee an improvement in PISA results. There are also countries, such as Switzerland, where the right of citizens to a Musical Education has been introduced into their Constitution.
Because Musical Education is the main basis of the Cultural and Artistic Competence, one of the eight Key Competences established by the Recommendation of the European Parliament and of the Council of 18 December 2006 on Key Competences for lifelong learning. This recommendation expressly states “the key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society”. Also UNESCO has emphasized since 1999 the pedagogical effectiveness of arts and creative thinking in problem solving.
Because the splitting of subjects into core subjects, compulsory specific subjects and elective specific subjects that are dependent on the education offered by the Autonomous Community or School considers to provide, ignores the benefits of Music education in the global development of students and it ignores its contribution to acquire each of the key competences. The splitting described above depreciates subjects as second and third class without taking into account that THEY ALL contribute to a global development and shaping of the individual.
The musical education institutions and persons, and the music professionals that sign this declaration together, stand united in the defence of Musical Education in the General Educational System.
We demand Arts Education to be a core subject in Primary Education, at the same level as other subject areas, since the Arts contribute to the shaping of the students in all dimensions, personal, cognitive, motor and social. We demand that time allocated to the Arts is increased in order to reach the minimum teaching requirements established by law.
We also demand that Music in Secondary Education is considered at the same level as all the other subjects from 1st to 3rd year. We demand that in the 4th year Music is offered as an elective core subject because of its orienting character both for academic and further professional education.
Finally, we demand the re-establishment of the double track of Upper Secondary Education in Arts and Performing Arts as it is in force today, since the new Upper Secondary structure proposed in the new Law (LOMCE) is confusing and does not offer a better education for the students, nor is it suited to their needs.
We need a basic musical education of high quality intended for all in order to contribute to our society’s culture, to promote our artistic, intellectual and productive sector, and to develop the social model we aim to achieve, a model where creativeness, culture, arts and knowledge open new horizons to development and prosperity.
Spanish Musical Education Confederation (Confederación de Asociaciones de Educación Musical, COAEM)
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