Is this the most expensive subject your child could pick?

The latest round of curriculum changes in Queensland schools has raised eyebrows among educators, with some warning that a reduced emphasis on arts education may have far-reaching consequences. Specifically, music studies are now facing scrutiny as one of the most costly subjects students can choose.

Despite metropolitan schools retaining music students more successfully than other creative arts subjects, thanks to extracurricular offerings like school bands, not all families can afford the costs. At Brisbane’s largest state high schools, instrumental music programs can cost families upwards of $300 per year, with private tuition and instrument hiring fees adding thousands more.

Education consultant Kathleen Jenkins, who has a decade’s experience working in schooling and previously in the music industry, sees this as a concerning development. “When it comes to the state system,” she notes, “their framework says that you just have to teach and assess the arts, but it doesn’t specify which subjects.” This lack of clarity is part of a broader trend: the number of classroom music teachers has declined in Queensland schools.

According to Queensland Teachers’ Union vice-president Leah Olsson, there are now around 500 full-time equivalent classroom music teachers across more than 900 primary schools in the state – down from an unknown previous total. Jenkins points out that funding is a major issue, citing sports grants as a notable exception: “We’ve got all sorts of sports grants… but it’s just not the same.”

The Education Department has attempted to address concerns about cost by pointing to its Back to School Boost program, which can be applied to music-related costs if invoiced directly by the school. However, this may not be enough to offset the broader shift towards a more minimalist approach to arts education in Queensland schools.

For students from less affluent backgrounds, the decline of music studies is likely to have a disproportionate impact. As Jenkins notes, “the kids who are most disadvantaged often benefit most from music and creative arts.” The implications extend beyond individual students to the broader culture of the state’s schools: music has long been a key part of Queensland’s educational identity.

Many graduates go on to become successful musicians and composers, contributing to the state’s rich cultural heritage. As the state looks ahead to the future, it’s clear that more needs to be done to support music education in Queensland schools. Whether this involves increased funding for arts programs or a re-examination of the curriculum changes, one thing is certain: the quiet decline of arts education must be reversed if we are to preserve our cultural heritage.

The clock is ticking – and it’s time for action.