The Hon. EMILY SUVAAL (21:20): I move:

(1)That a joint select committee be established to inquire into and report on arts and music education and training in New South Wales, and in particular:

(a)the quality and effectiveness of arts and creative industries education, including:

(i)progress towards a long-term goal of quality arts and creative industries education;

(ii)the present level and status of formal arts and creative industries education across all levels, including primary, secondary and tertiary levels;

(iii)robust and evidence-based arts and creative industries education in initial teacher education courses in the tertiary sector;

(iv)the role of arts organisations and creative professionals in education and the development of creative skills across the arts;

(v)the contribution of the national performing arts training organisations in New South Wales and the adequacy of the support they receive;

(vi)the efficacy of the current primary and secondary school curriculum in delivering learning outcomes in arts and creative industry-related subjects;

(vii)the availability of support for teachers and principals in delivering quality arts education, and ensuring that an inclusive approach is taken towards resource allocation for regional schools across New South Wales;

(viii)the most effective approach for the arts, culture and creative industries to coordinate with the education system to support the development of creative skills;

(ix)ways that students can learn entrepreneurial skills and gain industry experience to ensure they are job ready;

(x)measures of success in arts education;

(xi)factors influencing student decisions to pursue further arts education, including but not limited to course choice, course location and the method of study; and

(xii)notable approaches to arts and creative industries education in other jurisdictions.

(b)the quality and effectiveness of music education and training, including:

(i)progress towards a long-term goal of quality music education, including actions to address identified barriers;

(ii)the present level and status of formal music education across all levels, including primary, secondary and tertiary levels;

(iii)robust and evidence-based music education in initial teacher education courses in the tertiary sector;

(iv)the role of regional conservatoriums and creative professionals in music education;

(v)the efficacy of the current primary and secondary school curriculum in delivering learning outcomes in music-related subjects;

(vi)the availability of support for teachers and principals in delivering quality music education and ensuring that an inclusive approach is taken towards resource allocation for regional schools across New South Wales;

(vii)the most effective approach for the music and the creative industries to coordinate with the education system to support the development of creative skills;

(viii)ways that students can learn entrepreneurial skills and gain industry experience to ensure they are job ready;

(ix)measures of success in music education;

(x)factors influencing student decisions to pursue further music education, including but not limited to course choice, course location and the method of study; and

(xi)notable approaches to music education in other jurisdictions.

(c)any other related matters.

(2)That, notwithstanding anything to the contrary in the standing orders of either House, the committee consist of nine members comprising:

(a)four members of the Legislative Council, of whom:

(i)two must be Government members, being the Hon. Emily Suvaal and the Hon. Anthony D'Adam;

(ii)one must be an Opposition member, being the Hon. Jacqui Munro; and

(iii)one must be a crossbench member, being Ms Abigail Boyd.

(b)five members of the Legislative Assembly:

(i)two must be Government members;

(ii)one must be an Opposition member; and

(iii)two must be crossbench members.

(3)That the committee elect a chair and deputy chair at its first meeting.

(4)That, notwithstanding anything in the standing orders of either House, at any meeting of the committee, any four members of the committee will constitute a quorum, provided that at least one member of each House is present at all times.

(5)That, unless the committee decides otherwise:

(a)all inquiries are to be advertised through social media, stakeholder emails and a media release distributed to all media outlets in New South Wales;

(b)submissions to inquiries are to be published, subject to the committee clerk checking for confidentiality and adverse mention and, where those issues arise, bringing them to the attention of the committee for consideration;

(c)attachments to submissions are to remain confidential;

(d)the chair's proposed witness list is to be circulated to provide members with an opportunity to amend the list, with the witness list agreed to by email, unless a member requests the chair to convene a meeting to resolve any disagreement;

(e)the sequence of questions to be asked at hearings alternate between Opposition, crossbench and Government members, in that order, with equal time allocated to each;

(f)transcripts of evidence taken at public hearings are to be published;

(g)supplementary questions are to be lodged with the committee clerk within two business days following the receipt of the hearing transcript, with witnesses requested to return answers to questions on notice and supplementary questions within 21 calendar days of the date on which questions are forwarded to the witness;

(h)answers to questions on notice and supplementary questions are to be published, subject to the committee clerk checking for confidentiality and adverse mention and, where those issues arise, bringing them to the attention of the committee for consideration; and

(i)media statements on behalf of the committee are to be made only by the chair.

(6)That the committee report by Friday 29 November 2024.

(7)That a message be sent acquainting the Legislative Assembly with the resolution and requesting the Legislative Assembly appoint five of its members to serve on the committee.

Arts and music are particularly important matters to have in our education system for our youth. The contribution of arts and music to our broader economy certainly cannot be understated. We want New South Wales to be regarded as a truly innovative and creative State. Having spoken to the member for Tamworth in the other place today about his commitment to the music and the arts, I know that this view is shared among members of Parliament. We have heard questions this week—or maybe it was last week; it is all a blur—about the Mundi Mundi Bash, which is a fantastic arts and music festival in our State.

In terms of the importance of quality arts and music education to New South Wales, evidence shows that young children who participate in cultural and creative activities are much more likely to do well at school. They find connections and they thrive later in life. Indeed, I recall numerous research studies from when I worked as a clinical nurse of the benefits of playing classical music to children but also to premmie neonates in the neonatal intensive care unit. The importance of music and arts to our youth cannot be understated. The benefits are ongoing, and participation in creative arts and creative skills development among adults has been shown to lead to improvements in physical and cognitive health, which leads to quality-of-life outcomes.

Every child and adult has the right to education and to opportunities that ensure full and harmonious development and engagement in cultural and artistic life. It is critical that arts and music education opportunities are available to every child, regardless of their age, their geographic location or their social and economic status. We must find ways to participate in creative activities, not just as an investment in personal and professional development but as an investment in the future of our State.

I am excited about the prospect of this joint select committee. Indeed, I look forward to the work of the committee in understanding how we can better support our arts and music sectors and also exploring what we need to do as a government to ensure that quality arts and music education is available to all. The benefits are well known. I again commend the Minister in this space for his ongoing work and commitment to the sector. I look forward to the participation from all sides.

The Hon. JACQUI MUNRO (21:23): On behalf of the Coalition, I indicate that we support the motion to conduct an inquiry. It will be interesting, formative and hopefully useful for the people of New South Wales, particularly those students who will benefit so much from a creative arts and music education. I would say that creative pursuits and music are at the heart of being human. Certainly I have benefited greatly from music education. I am a saxophone player; I love my jazz. If I may indulge the House, my first experience of music education at school was learning the recorder in primary school—a functional instrument to give out easily and cheaply to hundreds and thousands of students across the State.

The Hon. Emily Suvaal: Parents love it.

The Hon. JACQUI MUNRO: I acknowledge that interjection. My parents were treated to an experience like no other when they attended the Sydney Opera House to watch me and hundreds of other students from around the State performing together on hundreds of recorders for hours and hours. That was the first time that I performed at the Sydney Opera House. It certainly gave me a love of playing music, and it is how I got into playing saxophone because of the similar positioning of the fingers. These experiences are a pathway to further education and enjoyment. We know that music changes the brain. Learning music and appreciating music is a part of becoming a more well-rounded person. It allows us to engage with others in a community setting. Whether it is professional or amateur, it does not matter.

The Government has supported the Coalition's contribution to the terms of reference, which was that there should be an inclusion to inquire into the ways that students can learn entrepreneurial skills and gain industry experience so that they are job-ready with their musical and creative skills. Unfortunately we have seen festivals—which are scientifically proven to make people happier—like Splendour in the Grass or Groovin the Moo, and many more, being cancelled at an incredible rate in New South Wales. We need people who are willing to take up the cudgel and turn music into an experience for many, and that means making the business of creative industries and the business of music sustainable. We are pleased to have that incorporated in the terms of reference. I also thank shadow Minister Kevin Anderson, who has been supportive of this process. I commend the motion, and I look forward to the committee inquiry and its findings.

The Hon. AILEEN MacDONALD (21:27): I speak in support of the motion moved by the Hon. Emily Suvaal to establish a joint select committee to inquire into and report on arts and music education and training in New South Wales. I will make a short contribution—and I am afraid that the motion will be longer than the words that I will add to tonight's debate. Arts and music education training is crucial in New South Wales for compelling reasons. The benefits are seen in cognitive development, emotional wellbeing, social skills, cultural awareness and economic prospects. Let us drill down on some of those benefits.

With cognitive development and enhanced learning, the arts stimulate multiple areas of the brain, enhance the memory and develop critical thinking skills. Studies show that children who participate in the arts often perform better academically. They also foster creativity and innovative thinking. Those skills are essential for problem-solving and emotional wellbeing—through arts and music, young people can express emotions in different ways.

In doing so, they develop emotional intelligence to manage stress. The arts also help with boosting confidence and self‑esteem. They provide a platform for young people to build self-confidence and a sense of achievement. They learn social skills, collaboration and teamwork, which speaks for itself. Playing in band and performing as a group can teach skills of working together. The arts expose young people to diverse cultures and foster empathy and understanding. It also presents economic prospects and career opportunities. I am sure that the Hon. Jacqui Munro would have liked a career in jazz, but here we are. The arts offer many varied career paths, and a vibrant arts sector contributes to the economy through tourism events and cultural exports.

In conclusion, arts and music education and training are vital for the holistic development of young people in New South Wales. They not only enhance cognitive and emotional capabilities, but also foster essential social skills, cultural awareness and economic opportunities. Investing in these areas helps create well-rounded individuals who can contribute meaningfully to society, which is a good reason to support the establishment of this joint select committee.

The Hon. ANTHONY D'ADAM (21:29): I will make a few comments on the motion to establish a joint select committee on arts and music education. I am enthusiastic about this inquiry because I see the question of arts and music education as an issue of class inequality. The sad fact is that opportunities and access to music and arts education are not evenly spread across our society. Those from working-class and disadvantaged backgrounds are significantly disadvantaged in accessing arts and music education, which we should be deeply concerned about. I express some reservation about the motion's focus on the economic benefits of the arts and creative industries because it reflects a sad path that our society is on, which is that we feel the need to view all things in a utilitarian way, particularly in a way that only sees economic value.

The fact of the matter is that education should not just be about job readiness and preparing people to enter economic life. It should be about what is involved in living a good life. The arts and music are inherently good things. Music is beautiful and part of a fulfilling and enjoyable life, and art is an opportunity for people to be challenged and to think broadly about ideas without necessarily having a nexus to the economic. I fear that the New South Wales curriculum has increasingly focused on job readiness, meaning that children are getting a much narrower education—which we should be very concerned about. I hope that this inquiry can make some recommendations that turn this trend around.

The Hon. SUSAN CARTER (21:32): I support the motion and acknowledge the comments of the previous speakers about the great value of education in the arts and music, what they bring to our lives and communities, and the way they generally enrich society. It is therefore appropriate to focus on this through this inquiry. I particularly acknowledge the comments of the Hon. Anthony D'Adam about class and the difficulties that often arise for families in providing their children with an arts and music education. Piano lessons and instruments are very expensive. Providing for the different artistic and musical needs of children can also be very expensive, which is why the Creative Kids vouchers played such a critical role in facilitating access to the arts.

The removal of those vouchers was so crushingly disappointing because it took away choice from parents and reduced their ability to support their children's artistic endeavours, meaning that everything now falls back on schools and the collective approach to the arts of 100 children playing the same instrument, whether it is their gift or not. They are not able to explore their individual talents and bring their individual skills to the benefit of society. I support this inquiry, but it is terribly sad that the Government has moved away from supporting parents by not giving them the opportunity to enrich their children's education in the arts at a time when they simply cannot afford to do it by themselves.

The Hon. SARAH MITCHELL (21:34): I make a brief contribution to also offer my support for this inquiry, as the former education Minister. I acknowledge the incredible work of the Department of Education's Arts Unit to put on events like the phenomenal Schools Spectacular, which is a world-class show that showcases the most incredible talent that people will ever see, and the HSC Showcase season, which includes everything from ARTEXPRESS, where students can have their artwork hung in the best galleries around the State, to Encore and Callback. These events cover all school sectors, which is important. I also raise awareness of the important work of regional conservatoriums. As someone who lives in the regions, I have seen firsthand how incredible they are.

Lastly, I give a shout-out to Gunnedah Conservatorium Director Rebecca Ryan and teachers Sandy Clark and Meg Clowes, who teach singing and music to my girls. The conservatorium has a couple of events coming up, including the Gunnedah Eisteddfod next month, which will be a busy few days for the Mitchell family. I am also delighted to say that my girls will be in the local production ofCharlie and the Chocolate Factory on 29 June at Gunnedah Town Hall. Buy your tickets online! My eldest daughter, Annabelle, will be playing the part of Veruca Salt. I think there is some method acting going on at home at the moment, or maybe she is just approaching the tween years. My youngest daughter, Matilda, will also be making her stage debut as an Oompa Loompa. Rehearsals are well and truly on, so it is a very exciting time.

The Hon. Penny Sharpe: Are you making the costume?

The Hon. SARAH MITCHELL: Oh, no. I have bought the costume, Penny. I'm not silly. These are examples of the great things that kids can get out of being involved in arts and music. They should not be extracurricular activities but integral parts of the school curriculum and the community organisations that work to support their education. This will be a great inquiry and I look forward to seeing the work it does.

The Hon. NATALIE WARD (21:36): I was not going to speak but I feel compelled to defend the recorder. Children should not have to choose between sport and music or the arts. They can have both, and the recorder brings that to everybody. With apologies to Mrs Wright, I learnt piano at great expense to my parents. There was no Creative Kids 1,000 years ago in Adelaide! I absolutely loved playing piano but I am appalling at it—just terrible. I apologise to my parents and Mrs Wright for wasting everyone's time and money, but I had a great time.

There is great value in music education, and I particularly highlight the benefits of music therapy. I call out my good friend Paul Miskin from the great Australian band Tall Tales and True, who some members will be old enough to remember. Paul is now doing music therapy with people who are traumatised and suffering from lots of things in their lives. He brings them together and spends time making their lives a little easier. I am grateful to him for that. It has been proven that music is incredible for Alzheimer's patients for a range of therapy reasons. It does not matter the language someone speaks, people are brought together by the universal language of music, which is incredibly important.

I will go back to my own children's experience. My husband and I were very keen to get them into music. The Music Bus came to their schools and their Christmas concert turned us off continuing their lessons. It is true what they say: You don't choose the instrument; the instrument chooses you. Unfortunately for us it was not the trombone. It was the flute with Maddie and the bass guitar with our son, Fergus. We thought he would be a rockstar bass guitarist but he did not turn out to be. Unfortunately, he is a lawyer. I am sorry.

I thank the Hon. Susan Carter for raising the issue of Creative Kids. It is important and we commend it. Maybe we should expand the terms of reference of the inquiry. It makes music available to everybody. I commend the member for moving the motion. I support it and the committee inquiry. It is incredibly important to expand everybody's education to include the luxury and the beauty of music. I will finish by acknowledging the music brought to our Parliament in the Fountain Court. It is therapeutic for all of us when we need a little calming and it brings us together. We may not agree on our music tastes, but we all have them.

The Hon. JOHN GRAHAM (Special Minister of State, Minister for Roads, Minister for the Arts, Minister for Music and the Night-time Economy, and Minister for Jobs and Tourism) (21:39): I congratulate the Hon. Emily Suvaal on moving this motion and on her enthusiasm for this area. She will serve as a really valuable member of the committee. I thank all the members who have contributed to the debate, which included a searing critique of the recorder and then a defence of it near the end. I also thank the shadow Minister, Kevin Anderson. He has been an enthusiastic supporter and well more musical than me. I caught him in Tamworth on stage playing to a packed house. He was quite remarkable.

I do regard this as a shared agenda that members of Parliament and this Chamber have built together. One of things that started it was the parliamentary inquiry into the music and arts economy. It was supported across the Parliament. It really built a lot of the agenda that is now being implemented. But one of the items of unfinished business in its report—and it was a very extensive report—was music education. It skated over that and did not look at it in detail. Looking back, that was probably the missing pillar of the report. This work will finish it off. I see it as significant. I give a shout‑out to the team at Alberts and the Tony Foundation for their campaign on the importance of music education, especially in New South Wales. They have done a remarkable job. Their research is one of the things that has highlighted the importance of the issue.

I hope a couple of things will come out of the inquiry. Firstly, there are some incredible things going on in the Department of Education. I absolutely agree with that. But it is also very hard for the broader music and creative ecosystems to work out how to engage with the school system. It would be remarkable if this inquiry organised a discussion with the department on how we can do that better. I hope that is a concrete outcome. Secondly, musicians are the least paid workers in the State. They do it for love and they do it for hardly any money at all. Even full‑time musicians are paid an average of $11,000 a year. The school system is one of the areas where they can be employed doing that work. If we get it right, it is one of the biggest levers we have to transform the music ecosystem and keep people doing what they love as work. Again, I hope that is one of the outcomes of this inquiry. It could be transformative. I wish we had got to it in that first inquiry, but I look forward to the work that this inquiry will do.

The Hon. EMILY SUVAAL (21:42): In reply: I thank all honourable members who have made a contribution to tonight's debate. It has been lovely to hear anecdotes from people's experience with music education from Schools Spectacular to participating in local eisteddfods to the role of regional conservatoriums and regional towns more broadly. The role that music plays in bringing people together in regional towns cannot be understated. Nothing quite packs out local pubs in the Hunter like having the Radiators play. The Kearsley Hotel is always packed. It is always a good night when the Radiators come to town.

I was reflecting on this motion more broadly when listening to the Hon. Sarah Mitchell speak. Earlier today the House debated a motion about harmful screen time and social media use. I see this committee and this motion in some ways as the perfect antidote to a lot of that. The role that the arts and music have to play, and the role that music therapy has to play, cannot be understated, particularly within our community, where there are increasing levels of psychosocial distress—and we know that is particularly true of young people.

In my own experience, my father, who is an esteemed musician, had to work three jobs to afford to bring us up at times. He worked at the Con, at the Opera House and privately as a teacher to barely afford a living wage. I am full of hope and optimism for this inquiry. I also echo the Minister in his acknowledgement of Alberts and the Tony Foundation. I remember Alberts when it was the shop, because dad used to go to there for things. The work that it has done in innovating and recreating itself at a time like this is really commendable. The work that it has done in advocating for improvements to arts and music education is also commendable. I look forward to the inquiry.

The ASSISTANT PRESIDENT (The Hon. Peter Primrose): The question is that the motion be agreed to.

Motion agreed to.