The Arts in Schools - Calouste Gulbenkian Foundation

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notion of a core curriculum had run into significant opposition. Nevertheless,the Government has issued curriculum guidelines which have little to sayabout the arts. It has become clear, too, that the continuing cuts are havingeffects on the quality and range of education as well as on its provision. Inshort, the context of the Inquiry has changed.We are faced now with central questions about the purposes of schooling,the balance of the curriculum and about the whole character of educationin Britain. These have become our concerns in this report. It is addressedto Members of Parliament and to education committees, education administrators,school governors, head teachers and employers — those withpower of executive action. We also seek through our arguments to influenceteachers and parents so as to create a groundswell of informed public"opinion.Underlying our approach is a consciousness of the new world of socialrelations, of work and non-work, now being brought about by many factors:advances in technology, new forms of communication, the evolution ofBritain as a multi-cultural society, economic recession, long-term structuralunemployment and so on. Our conviction is that we must develop broadernot narrower curricula in our schools, and that the arts have an importantplace within this broad approach. We present our case for this and considerthe many implications and conclusions which follow from it.Many people have contributed to this study with help in many ways. Thebest acknowledgement will be if this report helps to sustain and developtheir work. The Foundation's particular thanks, however, are due to thedistinguished committee which has advised the writing of the report; tothe drafting committee — Dr. Ken Robinson, Professor David Aspin andProfessor John Allen — who assisted Nicholas Usherwood and me; to Dr.Ken Robinson for the final draft; to Sir Toby Weaver and Professor LouisArnaud Reid for special advice; to all the many organisations and individualswho gave us their time and from whom we took evidence; to MillicentBowerman, the Foundation's literary editor; to Hilary Crampton, who gavevaluable assistance, and to Claire Seignior who became secretary of theproject. Without their generous collaboration, this report would not havebeen completed.Peter Brinson1982
Introduction—1989This is not a research report in the conventional sense. It is an attempt toarticulate and give force to the deep convictions of a widening group ofeducators, employers, parents and politicians about the nature and scope ofcontemporary education. The Arts in Schools was published in 1982 and hashad an unusual success, both in general and in stimulating many specificpractical initiatives to implement its recommendations. Reprinting in 1989 itseems appropriate to take stock of the report's impact to date, and to relate itsarguments to the new context for state education in the 1990s created by theEducation Reform Act (1988) and the National Curriculum.The Education Reform Act came at the end of over ten years of public andprofessional debate on the role of state education. The debate was stimulatedby a Labour Prime Minister, James Callaghan, in his speech at Ruskin College,Oxford in 1976. This was the first major policy speech on education by anyPrime Minister and was guaranteed to be historic for that reason alone. Thespeech was prompted by increasing public and political unrest about educationand was bound, for that reason, to be controversial.As the recession deepened during the 1970s and as unemployment increased,especially among young people, there was a growing conviction that part if notthe whole of the problem lay in the schools. This view was succinctly put bythe Association of Chambers of Commerce which argued in 1979 that:The school system has to teach skills essential to modern life. If it fails,school leavers will be condemned to unemployment . . . This will haveserious repercussions on our society. Deprived of sufficient skills, Britishbusiness will fail to defeat overseas competition and unemployment willcontinue to rise.'Economic concerns were the obvious theme of the Ruskin speech. JamesCallaghan argued explicitly that education should be more closely geared tothe needs of the labour market. To achieve this he made his controversialproposal for a statutory core curriculum in all schools. The furore that thissuggestion provoked confirmed that the real unrest in education went wellxi
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: Foreword by the Chairman of the Inq
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 and 28: seem to improve when taught as part
Page 29 and 30: world around them.e In understandin
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
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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
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their cultural identity'. Haley's b
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life and on perceptions and values
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4 Provision: the arts in primary sc
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a What should be aimed at?b What pr
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composition — Western and non-Wes
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learning.' (Schools Council, 1981a,
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performing arts — music, dance an
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techniques and resources for workin
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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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