The Arts in Schools - Calouste Gulbenkian Foundation

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life, two qualities in young people are becoming moreimportant: those of capability and adaptability.Academic values in school are over-valued when theydistract education from the practical world in whichyoung people live and must eventually make their way.Industry and commerce want those entering employmentto show powers of innovation, initiative and applicationin solving problems and pursuing opportunities.These are widely held to be pre-requisites for economichealth. For the growing numbers of those for whomconventional employment is ceasing to be an option,these powers may be more important. Creative thoughtand action should be fostered in all areas of education.In the arts they are central.e In the education of feeling and sensibilityNo sensible person would doubt the value of intellectualactivity and development. The danger lies inthe separation of this from other capabilities. MainstreamWestern philosophy since the 17th century hasheld that feelings and emotions disrupt the pursuit ofknowledge through the intellect and should be disregardedin education. Some have argued against thisthat the free expression of emotion is essential tohealthy development, and this is the value of the arts inschools. Both views divide intellect from emotion, thusneglecting the intimate relationships between them. Thearts are not outpourings of emotion. They are disciplinedforms of inquiry and expression through which toorganise feelings and ideas about experience. The needfor young people to do this, rather than just to give ventto emotions or to have them ignored, must be respondedto in schools. The arts provide the natural means for this.d In the exploration of valuesFeelings are intimately connected with values. Many, forexample, are considered as vices or virtues: lust, envy,hope, despair etc. The education of feeling is thus concernedwith moral issues and the exploration of values.A misleading slogan for a national newspaper claims"Times change, values don't'. On the contrary, changesin social values are among the ways in which the changingtimes are registered. An education which sets out tohelp young people make sense of and contribute to theworld in which they live, must be concerned withhelping them to investigate their own values and thoseof others. Artists are characteristically concerned withsuch things: with the evaluation and revaluation of the11
world around them.e In understanding cultural change and differencesThe arts are characteristic expressions of any cultureand evolve as part of it. In a multi-cultural society suchas ours, schools have important responsibilities withregard to cultural education. The arts are importanthere for two reasons. First, both the practice and thediscriminating enjoyment of the arts involve observation,analysis and evaluation of personal and social experience.Second, the products of the arts — plays, paintings,literature, music, dancing, sculpture and so on — areintegral parts of the social culture and are among thosethings children need to experience in coming to understandit.f In developing physical and perceptual skillsChildren need to be enabled, not only to have ideasabout the world, but to act in it. Natural abilities mustbe developed into practical skills. Work in the arts canlead to the development of a range of qualities and skillswith a wide application and value.For all these reasons we see encouraging children to work inthe arts and to appreciate the work of others as of equal andcentral importance in schools.8 The We are conscious that political interest has become focusedcurriculum on ways of cutting the cost of education while gearing itdebate more closely to economic needs. The present government hasgone further down this road than any other; but cuts inspending and more instrumental attitudes to education havebecome part of the policy of both major parties. Consequently,the past four years have seen numerous statements,reports, reviews and manifestos about the best route foreducation to take. What attitudes to the arts have emergedfrom these papers?12a The Green PaperAmong the first of recent statements was the Government'sCommand Paper (Green Paper), Education inSchools: A Consultative Document (HMSO, 1977).Although much attention is given there to 'the skills ofliteracy and numeracy, the building blocks of education',the document also speaks of the need for 'balance andbreadth in the curriculum for each child at school'(paras 2.13 and 2.23). Accordingly, there is an emphasison other aims of schooling, one of which is,
Page 1 and 2: THEARTSSCHOOLSPrinciples, practice
Page 3 and 4: © 1982 Calouste Gulbenkian Foundat
Page 5 and 6: Chapter 4 Provision: the arts in pr
Page 7 and 8: The Advisory CommitteeChairmanMembe
Page 9 and 10: Foreword by the Chairman of the Inq
Page 11 and 12: Introduction—1989This is not a re
Page 13 and 14: and many others have done so since.
Page 15 and 16: politicians on all sides were compe
Page 17 and 18: the GCSE examination has addressed
Page 19 and 20: REFERENCESArts in Schools Project (
Page 21 and 22: stances and of the perennial and va
Page 23 and 24: significant than at present.4 The n
Page 25 and 26: likely to be measured publicly by e
Page 27: seem to improve when taught as part
Page 31 and 32: ence essential to education? Why th
Page 33 and 34: 10 The artsare notoptions11 Notwith
Page 35 and 36: 1 Education, schooling and the arts
Page 37 and 38: 15 The arts This is the ground on w
Page 39 and 40: for certain forms of artistic activ
Page 41 and 42: arts — is 'merely subjective" and
Page 43 and 44: to and an understanding of certain
Page 45 and 46: school curriculum fall into this se
Page 47 and 48: one who is intelligent but who exhi
Page 49 and 50: 38 Quality Quantity by itself is in
Page 51 and 52: 43 Freedom Two further points must
Page 53 and 54: 3 Arts education and the cultural h
Page 55 and 56: universally valued archive of stabl
Page 57 and 58: a helps pupils to understand cultur
Page 59 and 60: Child: "They said it was a march, b
Page 61 and 62: their cultural identity'. Haley's b
Page 63 and 64: life and on perceptions and values
Page 65 and 66: 4 Provision: the arts in primary sc
Page 67 and 68: a What should be aimed at?b What pr
Page 69 and 70: composition — Western and non-Wes
Page 71 and 72: learning.' (Schools Council, 1981a,
Page 73 and 74: performing arts — music, dance an
Page 75 and 76: techniques and resources for workin
Page 77 and 78: are thinking particularly of the ar
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they will suffer disproportionately
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Second, integration can mean many t
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arts have a substantial contributio
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distributed equally and equitably a
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art, craft, home economics, music a
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FIGURE 2SHEPSHEDCOMMUNITYCOLLEGEope
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in upper schools. Associated with t
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120 A Implicit in such proposals is
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78literature and put money and reso
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80outlined the sorts of provision t
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used — are appropriate to the wor
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135 Respon- If education involves t
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we look at, or participate in, visu
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MotivationalChildren on examination
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elevant help in compiling the profi
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ible to some form of appropriate as
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94more in-service training provisio
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1%—2% of the school population
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tuition under well qualified teache
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it is likely that more children wil
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102by professional musicians, many
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frequencies and belongs to the Part
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classroom teacher. Nevertheless, th
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'Within individual schools in certa
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implications of different types of
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We will first outline five main are
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186 Arts In the schemes we have jus
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schemes. The Arvon Foundation, for
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is likely to give his teaching rele
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periods of time. There are possibil
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207 The role The rple of the teache
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to be essential to the future devel
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scheme. The Charlotte Mason College
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d education is something that only
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iture. It does require a different
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225 Initial Initial and post-initia
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Germany 18% of the workforce has be
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outes for the visual arts. In parti
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at the centre on a regular basis. T
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potential. The exceptional situatio
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We have developed our arguments in
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wherever possible, co-ordinate the
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AppendixOur arguments in this repor
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Evening classes range from life-dra
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to work with them. CSE groups with
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from other schools to watch two lec
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the cost). Groups of children have
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iii as a special authorised charge
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BibliographyAdvisory Council for Ad
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Kerr, J F 1968 Changing the Curricu
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NotesThe Issues1 For a description
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the philosophy of Ludwig Wittgenste
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for candidates between the 100th an
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their education full-time in school
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The Arts in Schools - Calouste Gulbenkian Foundation

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