Under 21 and pursuing an education in the arts in Bedford? Recent research suggests you belong to a shrinking population that is mirrored across the country.
The arts have always been on the periphery of the school curriculum, despite their immeasurable importance within our history, culture and society.
However, within the space of the last decade, the decline of the arts in education has escalated to a point of national concern, with Jack Gamble, Director of the Campaign for the Arts, commenting: “Arts subjects have been systematically undervalued and downgraded in England’s state schools over recent years.”
But why is this happening?
The importance of the creative industries is well evidenced, from their economic impact to contributing to wellbeing.
Political figures such as Baroness Hodge have called them vital to the UK economy and a key driver of the government’s growth ambitions, noting that in 2023 alone, the arts, museums, galleries, archives and libraries contributed £10bn in gross value added (GVA) across the UK.
The answer lies within the frameworks of education, with the reduction of pupils’ pursuit of creative education often emerging as a result of ‘systemic de-prioritisation’ caused by the 2010 introduction of the EBacc curriculum, which prioritised a narrow set of academic subjects, leading to a squeeze on creative learning time.
As a result of these changes, school systems witnessed immense shifts in core aspects which encourage students in the pursuit of creative subjects, such as funding, encouragement and visibility.
Studies such as ‘Behind the Numbers: Real Voices on the Decline of Arts in Schools’ by the Cultural Learning Alliance reveal that students feel ‘creative subjects were seen as “extras”, optional, non-essential, and, sadly, expendable.
Negative attitudes
This has led to the worsening of negative attitudes towards the pursuit of the arts in education, often seen as a ‘filler subject’ with less career prospects than ‘traditionally academic subjects’ such as maths or STEM subjects, further narrowing student appeal.
“We now have a very clear view of what has been happening to expressive arts education in state schools over the past 14 years – since the introduction of the EBacc – and it is a stark picture of erosion and inequality,” said Sally Bacon and Derri Burdon, co-chairs of the Cultural Learning Alliance.
Furthermore, the results of these changes have led to some shocking figures, such as The State of the Arts report, published by the Campaign for the Arts and the University of Warwick, revealing that:
- The number of arts teachers in English state-funded secondary schools fell by 27% between 2011 and 2024, from 55,000 to 40,000
- The number of hours of arts teaching in English state-funded secondary schools fell by 23% between 2011 and 2024, from 501,000 to 387,000
- Between 2013 and 2020 in England, school arts engagement among 11-to 15-year-olds fell by 23% for arts and crafts, 24% for drama, 26% for music and 29% for dance
- Arts and creative courses are increasingly at risk from a structural funding crisis in Higher Education
- Since 2021 in England, the Government has segregated arts subjects from other, ‘strategically important’ subjects in Higher Education, and imposed 50% cuts in ‘high-cost subject’ funding
- Access to quality pre-school education is unequal, disproportionately affecting the creative educational opportunities of children from lower-income families
On top of GCSE and A- level applicants dropping (with an approximate 42% drop in Expressive Arts GCSE entries since 2010, 29% at A-level) UCAS figures also show steep undergraduate application drops at specialist creative institutions between the 2024 and 2025 admissions cycles.
With all of these components considered, as stated by the General Secretary of the National Society for Education in Art and Design, Michele Gregson, “The trajectory is clear.
“If this trend continues, the talent pipeline will not [meet] the needs of our creative industries – or society as a whole.”
Call to action
In light of these factors, it is easy to feel demoralised about the future of the artistic community, particularly for young people considering a creative career.
However, it is essential to recognise that these declines are rooted in gaps in funding, support and specialist teaching, rather than any talent deficit.
Thus, the solution to these issues can be found in an immediate, national and community-wide call to action to lend creative education the space it deserves.
This can not only be done through government funding of artistic institutions and schools, but also wider community engagement in local creative industries (such as local plays, exhibitions and concerts), student encouragement and support in their artistic pursuits, along with parental guidance and facilitation.
In short, we can all work to drive change.
If, as a community, we show that we value the creative industries, we can help to drive students and educators to push for a more creative curriculum.
How can Bedford make a change?
These issues are indeed directly applicable to Bedford and its future, renowned for its myriad of artistic talent and contribution to the creative arts, rendering it reliant on the fresh talent of the younger generations to uphold this legacy.
Reports such as ‘Art Walkway’ suggest great ways in which schools can implement change without having to alter school policy.
Recommendations include making at least two arts subjects compulsory in Years 7 – 9, using performance (ensemble music, devised theatre) to pull in anxious or disengaged learners, hosting termly exhibitions and concerts and pairing arts with science or humanities to reinforce core content through creative practice.
Other ways in which the community can unite in our support for the arts are engaging and investing in local creative institutions, especially as a student or parent of a student.
Great examples of these organisations include Bedford Creative Arts, a contemporary arts charity that focuses on commissioning high-quality art for, with, and inspired by communities in Bedfordshire and The Higgins Bedford, an art gallery and museum showcasing a diverse collection of fine and decorative arts.
The Harpur Trust provides free workshops from professional visiting artists to guide pupils in artistic techniques, and the Bedford Art Society aims to promote local interest in the visual arts and offers a variety of activities for its members, including talks, demonstrations, exhibitions, and gallery visits.
To conclude, if we want to protect our local creative industry, it is integral to actively engage within community creativity in order to drive wider national change and development for our past, present and most notably, future creatives.
