The Wow Factor Global research compendium on the ... - E-cademic

own artistic language and to contribute to their global development (emotional and
cognitive).
<strong>The</strong>se definitions cannot stand alone. What is seen as art in one culture is not
defined as such in another. Given this, quantitative findings were interpreted
through direct reference to qualitative case studies. Respondents were provided
with opportunities for citing examples of pertinent case studies and, in general,
invited to give examples of programmes that fall outside the more traditional
definition of the arts.
By taking an open and inclusive approach to the consideration of arts-rich programmes
within education, it was inevitable that questions could be asked about the
types of programmes included as falling under the ‘arts’ banner. <strong>The</strong> <strong>research</strong>
adopted an all-encompassing stance and did not attempt to make value judgements in
relation to the merits of one art form over another. To this extent, the global <strong>research</strong>
underpinning this book is testament to the diverse nature of the arts, yet within this
multiplicity there are clear patterns in terms of quality provisions and the impact of
these worthy programmes. This became the focus of the investigations.
<strong>The</strong> notion of “the wow factor” in education was a term that appeared in the qualitative
comments contained within the surveys. This term was applied to mean the
excitement and unexpected results that are difficult to be definitive about but have
enormous impact on the teachers, artists, children and even communities where
effective arts-rich education occurred. This term was used especially in relation to
the children’s artistic achievements. <strong>The</strong> chance that a child may make a new discovery,
open their eyes visually, musically or through movement or drama for the
first time, or produce some new and innovative response was the engine that
powered many arts-rich education programmes. <strong>The</strong> unexpected ‘wow factor’ was
a potent force that kept teachers, artists and children going in arts programmes
despite often severe structural restrictions and difficulties associated with implementing
art within particular context. This quote from an Australian artist/teacher
describes the ‘wow’ factor – an impact which surpasses all impacts that may be
more formally measured.
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I mean every school you do it at, you get a different style…every kid
gets a different result and you can be enthusiastic about that and say,
“WOW!” You know… I haven’t seen that one before. I think the “wow”
part is really important. One of the young teachers at one school was
saying I sound just like you. I was saying, “<strong>Wow</strong>! Isn’t that great …?
Look at this… That is fantastic” Something like that and I thought, “Oh
that is good, I’ve started another teacher teaching that way! It is good.