Arts Participation Arts To Education

There is a lesson to be learned here for the ways in which we design curricula and the sorts of materials we make it possible for students to work with. The contours of this new vision were influenced by the ideas of Sir Herbert Read, an English art historian, poet, and pacifist working during the middle of the last century. He argued and I concur that the aim of education ought to be conceived of as the preparation of artists. By the term artist neither he nor I mean necessarily painters and dancers, poets and playwrights. We mean individuals who have developed the ideas, the sensibilities, the skills, and the imagination to create work that is well proportioned, skilfully executed, and imaginative, regardless of the domain in which an individual works.

  • It is one such vision, one that cuts across the grain, that I wish to explore with you today.
  • “I want to save jobs in the arts which is why we are investing £1.57bn,” he tweeted at the time.
  • The expectations are high and our students rise to the challenge, increasing their confidence and self-esteem as the project progresses.
  • Dancing is tapping on kinaesthetic intelligence where the child could learn through body movements.
  • For many young people, particularly those experiencing the most disadvantage, the only opportunity to gain access to arts education is at school.

A fifth lesson we can learn from the arts about the practice of education pertains to the relationship between thinking and the material with which we and our students work. In the arts it is plain that in order for a work to be created we must think within the constraints and affordances of the medium we elect to use. The flute makes certain qualities possible that the bass fiddle will never produce, and vice versa.

School Theatre & Workshops: Swansong

Fresh Arts runs projects in partnership with councils, schools and other organisations to make the arts more accessible to children and families that are hard to reach or vulnerable. Participation may be organised as regular weekly or monthly activities, or more intensive programmes such as summer schools or residential courses. These ideas not only expand our conception of the ways in which we know, they expand our conception of mind. They point to the cognitive frontiers that our teaching might explore.

Diving into those finger paints and making a beautiful picture to hang on the fridge is awesome. But the arts also help kids develop on many fundamental levels. A new focus on curriculum, rather than outcomes, is a reason to be optimistic. They have all faced some challenging decisions about how to allocate staff and resources, but they have often found creative solutions which have enabled them to maintain their focus on the arts without compromising in other areas. Students are to be collected from the same door they entered the building.

Investigating, Making And Thinking About Art In Schools

In a sense, one surrenders to what the work in process suggests. This process of shifting aims while doing the work at hand is what Dewey called “flexible purposing.” Flexible purposing is opportunistic; it capitalizes on the emergent features appearing within a field of relationships. It is not rigidly attached to predefined aims when the possibility of better ones emerge.

I say now more than ever because our lives increasingly require the ability to deal with conflicting messages, to make judgements in the absence of rule, to cope with ambiguity, and to frame imaginative solutions to the problems we face. Our world is not one that submits to single correct answers to questions or clear cut solutions to problems; consider what’s going on in the Middle East. We need to be able not only to envision fresh options, we need to have feel for the situations in which they appear. In a word, the forms of thinking the arts stimulate and develop are far more appropriate for the real world we live in than the tidy right angled boxes we employ in our schools in the name of school improvement. It seems to me that the computer has a particularly promising role to play in providing students with opportunities to learn how to think in new ways.