Arts activities may also involve professional artists, certified drama or music teachers. There is intrinsic value in teaching pupils creative and performance skills and ensuring disadvantaged pupils access a rich and stimulating arts education. Arts participation may be delivered within the core curriculum, or though extra-curricular or cultural trips which can be subject to financial barriers for pupils from deprived backgrounds. James and Dewey, for example, had reservations regarding what science could provide to so artful an enterprise as teaching. Never-the-less, by the end of the first quarter of the 20th century the die was cast.
It is one such vision, one that cuts across the grain, that I wish to explore with you today. I suspect that even teachers working during the first quarter of the 20th century could not be coaxed into employing wholeheartedly the Taylorisms that were prescribed. Yet for many, especially for those in school administration, the managed and hyper-rationalized educational world that Fredrick Taylor envisioned became the methodological ideal needed to create effective and efficient schools.
Arts Education Statistics: What We Know
This longitudinal study of Arts Award’s impact led by London South Bank University tracked 68 young people over three years. Our Impact Study found that there was a wealth of positive impacts on young people. Many of these are transferable to the world of work, such as increased confidence, leadership and organisational skills. We were also delighted to find out that Arts Award influenced young people’s choice of subjects and supported successful applications for further study, as well as encouraging young people to explore careers in the creative industries. In a nutshell, we must value the importance of arts education as it develops the young learners in a fun and engaging manner. It helps to look into the child’s development in the different areas such as self-esteem, self-discipline, cooperation, self-motivation and problem-solving.
The kinds of thinking I have described, and it is only a sample, represents the kind of thinking I believe schools should promote. Artistry, in other words, can be fostered by how we design the environments we inhabit. The lessons the arts teach are not only for our students, they are for us as well. In the arts there is no substitutability among elements , in math there is.
The creation of expressive and satisfying relationships is what artistically guided work celebrates. One may act and the act may itself suggest ends, ends that did not precede the act, but follow it. In this process ends shift; the work yields clues that one pursues.
- When the public is concerned about the educational productivity of its schools the tendency, and it is a strong one, is to tighten up, to mandate, to measure, and to manage.
- It is the ministry effort to promote holistic education and the emphasis of the importance of arts education in pre-school curriculum.
- Finally we use 2010 as a baseline, before the EBacc was announced, the DfE figures use 2011.
- Fresh Arts company have been delivering Speech and Drama sessions after-school for us since 2015.
The absence of substitutability promotes attention to the particular. Developing an awareness of the particular is especially important for those of us who teach since the distinctive character of how we teach is a pervasive aspect of what we teach. The current reform movement would do well to pay more attention to the messages its policies send to students since those messages may undermine deeper educational values. The values about which I speak include the promotion of self initiated learning, the pursuit of alternative possibilities, and the anticipation of intrinsic satisfactions secured through the use of the mind.
The influence of psychology on education had another fall-out. Science was considered dependable, the artistic process was not. It was clear to many then as it is to many today which side of the coin mattered. As I said, one relied on art when there was no science to provide guidance.
Education & Learning Through The Arts
How can we help students recognize the ways in which we express and recover meaning, not only in the arts but in the sciences as well? After all, the practice of any practice, including science, can be an art. Indeed, the discovery that form and content are inseparable is one of the lessons the arts teach most profoundly. Change the cadence in a line of poetry and you change the poem’s meaning.
How can the pursuit of surprise be promoted in a classroom? How can we help our students view their work as temporary experimental accomplishments, tentative resting places subject to further change? These are some the questions that this aim suggests we ask. Whilst the full impact of the current pandemic is unclear, we are in no doubt about the immediate challenges that many of the organisations and people we fund, and the individuals and communities they support, are facing. Many of the arts such as band, choir, and theater require kids to work together.