What Can Education Learn From The Arts About The Practice Of Education? Arts To Education

If they drop the ball or mess up, they realize that it’s important to take responsibility for what they did. Mistakes are a part of life, and learning to accept them, fix them, and move on will serve kids well as they grow older. While mastering a subject certainly builds a student’s confidence, there is something special about participating in the arts. Getting up on a stage and singing gives kids a chance to step outside their comfort zone. As they improve and see their own progress, their self-confidence will continue to grow.

  • The topic lost a padlock because a large percentage of the studies were not independently evaluated.
  • Department for Education figures published in July 2015 show that between 2010 and 2014 the number of hours the arts were taught in secondary schools fell by 10% and the number of arts teachers fell by 11%.
  • The government is facing a backlash from some of the country’s most prominent artists and writers after revealing plans to slash funding for higher education arts courses by 50%.
  • In order to complete the task allocated, they would have to learn how to respect one another’s view.

From 2010 to 2016 there has been a decline of 20% in the number of arts GCSE entries in Art and Design, Design and Technology, Media/Film/TV Studies, Music and Performing/expressive arts from from 720,438 in 2010, to 618,440 in 2015. They might help us restore decent purpose to our efforts and help us create the kind of schools our children deserve and our culture needs. Those aspirations, my friends, are stars worth stretching for. Consider first the task of working on a painting, a poem, a musical score. That task requires, perhaps above all else, the ability to compose qualitative relationships that satisfy some purpose. That is, what a composer composes are relationships among a virtually infinite number of possible sound patterns.

Why Is The Government Planning To Cut Arts Education Funding By 50%?

Except for some independent schools, Thorndike won and Dewey lost. Metaphorically speaking, schools were to become effective and efficient manufacturing plants. Indeed, the language of manufacture was a part of the active vocabulary of Thorndike, Taylor, Cubberly and others in the social efficiency movement.

Much of our perception, perhaps most of it, is highly focal. We tend to look for particular things in our perceptual field. The virtue of such a mode of attention is that it enables us to find what we are looking for. The potential vice of such perception is that it impedes our awareness of relationships. The up and back movement of the visitor to the art gallery when looking at a painting is an example of an effort to secure both focal awareness and attention to configuration. One of the important tasks of teaching is to be able to focus on the individual while attending to the larger classroom patterns of which the individual is a part.

Trying To Do The Right Thing: Paul Hamlyn Foundations

Thus it might be said that at its best education is a process of learning how to become the architect of our own education. Learning to pay attention to the way in which form is configured is a mode of thought that can be applied to all things made, theoretical or practical. We need to help students learn to ask not only what someone is saying, but how someone has constructed an argument, a musical score, or a visual image. Curriculum activities can be designed that call attention to such matters, activities that refine perception in each of the fields we teach. This will require activities that slow down perception rather than speed it up. Arts-based Learning Fund Funding for arts organisations working with schools, further education colleges and teachers.

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There is an appetite for collaboration between teachers and arts organisations, and for them to explore and improve their practice and the outcomes for young people. We are particularly interested in supporting such partnerships. Performing can be taken to mean ‘to do’, ‘to show’, ‘to dance’, creating as ‘making’, ‘trying out’, or ‘composing’, while appreciation is the outcome of ‘watching’, ‘viewing’, ‘talking about’ and ‘ drawing about’ dance. The activity could be an expressive dance in a drama played by the students.

We situate our most profound religious practices within compositions we have choreographed. What does our need for such practices say to us about the sources of our understanding and what do they mean for how we educate? At a time when we seem to want to package performance into standardized measurable skill sets questions such as these seem to me to be especially important. The more we feel the pressure to standardize, the more we need to remind ourselves of what we should not try to standardize. The pursuit, or at least the exploitation of surprise in an age of accountability is paradoxical. As I indicated earlier, we place a much greater emphasis on prediction and control than on exploration and discovery.