The Arts in Schools - Calouste Gulbenkian Foundation
The Arts in Schools - Calouste Gulbenkian Foundation The Arts in Schools - Calouste Gulbenkian Foundation
should be concentrated in special schools. The answervaries according to the needs of each art and the judgementof each education authority. Whatever the solution,flexibility is required against a general background ofinterest and willingness to compromise.e A broad approachIn our philosophy, artistic talent is not confined totraditional arts such as classical ballet, music, paintingor poetry. Artistic potential among young people showsitself very widely, for example in steel bands, photograpy,making videos and in disco dancing. It is an awareness ofthis breadth of potential which we would like to seematched in the curriculum and in out-of-school activitiesto encourage the widest possible development of talent.Even if this were done everywhere, there would stillremain a residue of special need — or at least of specialproblems.d Special problemsSchools in areas of exceptional deprivation will not onlyfind it harder to arrange special provision because ofeconomic circumstances, they will find as well that alltoo often the specialist teachers needed to foster suchgifts and talents are not available in the area. Longjourneys for special lessons may thus become an extraburden on already deprived families. Special care needsto be taken to overcome environmental disadvantage aswell as economic and social disadvantage.167 The roles We think that five kinds of action are necessary at localof the local education authority level to create an atmosphere in whicheducation gifts and talent can flourish.authoritya Special tuition should be made available. This mayrange from special tuition through peripatetic specialiststo, for example, the appointment of drama teachersto senior positions in large secondary schools, as inLeeds. Many authorities also make central arrangementsthrough which particularly gifted and talented childrencan receive special encouragement and extra experience.The Inner London Education Authority, for example,makes provision for pupils with special musical talentsand commitment at a Centre for Young Musicians, whichoffers a full day's music programme every Saturdayduring term time, and a course incorporated into PimlicoSchool. In selecting pupils for both of these coursesmusical potential is assessed in aural perception, fluencyand response in improvisation and commitment tomusical interests and activities. Both courses are staffed101
102by professional musicians, many of whom hold positionsin the London orchestras and! music colleges. Not allauthorities have shown an understanding of the valuablecontribution which private teachers can make nor takenthe necessary steps to develop an effective liaisonbetween the maintained and non-maintained sectors ofeducation in this area.b A broad interpretation is needed of the concept of arts.'Art and Design' within the ILEA, for example, includesnot only the mainly practical, autonomous imagemakingin art, but also cultural and media studies,design education, and art in the built environment towhich the encouragement of mural paintings on exteriorwalls makes an important contribution.e Encouragement must be given to a broad range of out-ofschoolactivities from the provision of school spacesfor band rehearsals to support for outside agenciesoffering specialist opportunities (such as the MerseysideVisual Communications Unit) to the development ofimportant school or county performing groups, or thesupport of comparable ventures in photography or inliterature.d Local achievements need further stimulation by beingmatched against others of like character. The NationalYouth Theatre, National Youth Orchestra, NationalFestival of Youth Dance and so on can flourish onlyto the extent that they receive support from youngtalents, their parents and their local authorities. Thisapplies equally to international festivals.e There is a clear need here for co-operative action. Bythis we mean the development of a real, rather thannotional, co-operation between the primary and secondarylevels of education and between the public andprivate sectors. This could mean, for example, thatthe art resources of secondary schools be made availableto help children in neighbouring primary schools (seeChapter 9) or that specialists from the private sectorcould be called in to help the gifted at primary orsecondary level. It would mean a greater willingness toorganise special part-time classes and activities forgifted and talented pupils, given by teachers from themaintained or non-maintained sectors, whicheverappeared best for the pupil. It might also mean a greateruse of peripatetic teachers, the establishment of 'skillbanks' and the cataloguing by the local authorities ofthe human and material resources, public and private,available within their communities for deployment inthe interests of their children.
- Page 67 and 68: a What should be aimed at?b What pr
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- Page 71 and 72: learning.' (Schools Council, 1981a,
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- Page 75 and 76: techniques and resources for workin
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- Page 81 and 82: Second, integration can mean many t
- Page 83 and 84: arts have a substantial contributio
- Page 85 and 86: distributed equally and equitably a
- Page 87 and 88: art, craft, home economics, music a
- Page 89 and 90: FIGURE 2SHEPSHEDCOMMUNITYCOLLEGEope
- Page 91 and 92: in upper schools. Associated with t
- Page 93 and 94: 120 A Implicit in such proposals is
- Page 95 and 96: 78literature and put money and reso
- Page 97 and 98: 80outlined the sorts of provision t
- Page 99 and 100: used — are appropriate to the wor
- Page 101 and 102: 135 Respon- If education involves t
- Page 103 and 104: we look at, or participate in, visu
- Page 105 and 106: MotivationalChildren on examination
- Page 107 and 108: elevant help in compiling the profi
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- Page 111 and 112: 94more in-service training provisio
- Page 113 and 114: 1%—2% of the school population
- Page 115 and 116: tuition under well qualified teache
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- Page 121 and 122: frequencies and belongs to the Part
- Page 123 and 124: classroom teacher. Nevertheless, th
- Page 125 and 126: 'Within individual schools in certa
- Page 127 and 128: implications of different types of
- Page 129 and 130: We will first outline five main are
- Page 131 and 132: 186 Arts In the schemes we have jus
- Page 133 and 134: schemes. The Arvon Foundation, for
- Page 135 and 136: is likely to give his teaching rele
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- Page 139 and 140: 207 The role The rple of the teache
- Page 141 and 142: to be essential to the future devel
- Page 143 and 144: scheme. The Charlotte Mason College
- Page 145 and 146: d education is something that only
- Page 147 and 148: iture. It does require a different
- Page 149 and 150: 225 Initial Initial and post-initia
- Page 151 and 152: Germany 18% of the workforce has be
- Page 153 and 154: outes for the visual arts. In parti
- Page 155 and 156: at the centre on a regular basis. T
- Page 157 and 158: potential. The exceptional situatio
- Page 159 and 160: We have developed our arguments in
- Page 161 and 162: wherever possible, co-ordinate the
- Page 163 and 164: AppendixOur arguments in this repor
- Page 165 and 166: Evening classes range from life-dra
- Page 167 and 168: to work with them. CSE groups with
should be concentrated <strong>in</strong> special schools. <strong>The</strong> answervaries accord<strong>in</strong>g to the needs of each art and the judgementof each education authority. Whatever the solution,flexibility is required aga<strong>in</strong>st a general background of<strong>in</strong>terest and will<strong>in</strong>gness to compromise.e A broad approachIn our philosophy, artistic talent is not conf<strong>in</strong>ed totraditional arts such as classical ballet, music, pa<strong>in</strong>t<strong>in</strong>gor poetry. Artistic potential among young people showsitself very widely, for example <strong>in</strong> steel bands, photograpy,mak<strong>in</strong>g videos and <strong>in</strong> disco danc<strong>in</strong>g. It is an awareness ofthis breadth of potential which we would like to seematched <strong>in</strong> the curriculum and <strong>in</strong> out-of-school activitiesto encourage the widest possible development of talent.Even if this were done everywhere, there would stillrema<strong>in</strong> a residue of special need — or at least of specialproblems.d Special problems<strong>Schools</strong> <strong>in</strong> areas of exceptional deprivation will not onlyf<strong>in</strong>d it harder to arrange special provision because ofeconomic circumstances, they will f<strong>in</strong>d as well that alltoo often the specialist teachers needed to foster suchgifts and talents are not available <strong>in</strong> the area. Longjourneys for special lessons may thus become an extraburden on already deprived families. Special care needsto be taken to overcome environmental disadvantage aswell as economic and social disadvantage.167 <strong>The</strong> roles We th<strong>in</strong>k that five k<strong>in</strong>ds of action are necessary at localof the local education authority level to create an atmosphere <strong>in</strong> whicheducation gifts and talent can flourish.authoritya Special tuition should be made available. This mayrange from special tuition through peripatetic specialiststo, for example, the appo<strong>in</strong>tment of drama teachersto senior positions <strong>in</strong> large secondary schools, as <strong>in</strong>Leeds. Many authorities also make central arrangementsthrough which particularly gifted and talented childrencan receive special encouragement and extra experience.<strong>The</strong> Inner London Education Authority, for example,makes provision for pupils with special musical talentsand commitment at a Centre for Young Musicians, whichoffers a full day's music programme every Saturdaydur<strong>in</strong>g term time, and a course <strong>in</strong>corporated <strong>in</strong>to PimlicoSchool. In select<strong>in</strong>g pupils for both of these coursesmusical potential is assessed <strong>in</strong> aural perception, fluencyand response <strong>in</strong> improvisation and commitment tomusical <strong>in</strong>terests and activities. Both courses are staffed101
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