The Arts in Schools - Calouste Gulbenkian Foundation

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d undecided about their future but looking for a oneyear extension of their full-time educatione returning to full-time education because they have beenunable to find workThere is, in addition, a wide range of part-time options.Part-time students are usually engaged in craft, technical orbusiness courses often with ascribed day-release; on sandwichcourses; in jobs with short periods of structures training; retrainingon a voluntary basis or on a course of general interest. 4Continuing education thus includes study in 6th forms, universities,colleges, polytechnics, specialist centres and institutions,evening classes and training at work.223 The The vocational emphasis, particularly in further and higherproblems of education, means that opportunities for the arts are generallyreform poor. Nevertheless, there is a growing awareness of the needto bring some coherence to the principles and pattern ofwhat is now a haphazard and confusing variety of options.The task is a complicated one. Reform is far from easy andwill depend in the first place probably on lessons fromexperiences at local education authority level. To begin with,non-advanced further education is hard to define. Overlappingwith school education, industrial training and the privatesector, there is no generally accepted theory of further educationin the United Kingdom and no curriculum philsophyfor the many different kinds of student attending for differentperiods at different times. Main courses are also dominatedby different national examination bodies. Yet further educationnowadays provides not only a second chance for somebut often a first chance for many more.224 A national Vie hold that there should be educational provision equallycommitment for the non-work as well as the work areas of life from thenursery to old-age. The principle of continuing educationthus sets vocational courses within a broader framework ofeducation opportunity and sees such opportunities as a lifelongright. Britain accepted this principle at a conference ofEuropean ministers of education at Stockholm in 1975. Thiscommitment together with the recommendations of theRussell Report on adult education (DBS 1973) led to theofficial establishment in 1977 of the Advisory Council forAdult and Continuing Education. 5In March 1979, the Advisory Council published a discussiondocument on continuing education in which they recommendeda re-appraisal of the traditional terms of continuingeducation. Their suggestions are helpful in considering theplaces of the arts here.131
225 Initial Initial and post-initial education are proposed as alternativesand to current divisions such as compulsory and post-compulsorypost-initial education. The period of initial education would include theeducation time of compulsory education but would also embrace anyfurther education which immediately followed, such as 6thform or university. Post-initial education would include anyeducational courses undertaken later in life after an oftensubstantial break from the initial period. The AdvisoryCouncil estimates that there are 2,000,000 adults involved insome form of post-initial education at any one time — aboutone in twenty of the adult population. They emphasise theneed for co-ordination and continuity of provision in theinitial stage of education as well as underlining the differentchallenges and problems in providing courses for those whoreturn to education at a later stage often for quite specificpurposes. The need for continuity in arts provision is importantthroughout the initial stage. It makes little sense togenerate interest and involvement in the practice of the artsamong young people if opportunities for them to carry onwith and develop those interests are arbitrarily cut short atthe end of compulsory education.This kind of provision is now essential in providing a vitalsecond chance, in helping to develop new skills needed byrapidly changing technology, and in enriching personal interestsfor new work/non-work lifestyles.226 Higher Although provision in higher education lies outside oureducation brief, any consideration of the arts in schools should takeaccount of the opportunities which exist for further workat a tertiary level. In some institutions the introduction ofcombined arts, or performance arts degrees with options inmusic, drama, film and fine art — usually under the guidanceof the Council for National Academic Awards — has outdistancedprovision made at secondary level.We hope that the introduction of such degrees may increasepressure to extend the place of the arts in the secondarycurriculum so that students may take advantage of the newopportunities at tertiary level. On the other hand it is stillmostly the case that university and maintained institutionsof higher education are lamentably short of provision for thestudy and practice of the arts, especially the universities,except in a very traditional sense. Therefore we welcome theinclusion of the arts as part of the remit of the LeverhulmeTrust.227 General The effect of the usual distinction between vocational andand non-vocational courses is to downgrade 'such valuable andvocational important ventures as the adult literacy scheme, training forcourses trade union activities and a whole range of provision in the132
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THEARTSSCHOOLSPrinciples, practice
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© 1982 Calouste Gulbenkian Foundat
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Chapter 4 Provision: the arts in pr
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The Advisory CommitteeChairmanMembe
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Foreword by the Chairman of the Inq
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Introduction—1989This is not a re
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and many others have done so since.
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politicians on all sides were compe
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the GCSE examination has addressed
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REFERENCESArts in Schools Project (
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stances and of the perennial and va
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significant than at present.4 The n
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likely to be measured publicly by e
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seem to improve when taught as part
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world around them.e In understandin
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ence essential to education? Why th
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10 The artsare notoptions11 Notwith
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1 Education, schooling and the arts
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15 The arts This is the ground on w
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for certain forms of artistic activ
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arts — is 'merely subjective" and
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to and an understanding of certain
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school curriculum fall into this se
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one who is intelligent but who exhi
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38 Quality Quantity by itself is in
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43 Freedom Two further points must
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3 Arts education and the cultural h
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universally valued archive of stabl
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a helps pupils to understand cultur
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Child: "They said it was a march, b
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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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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
Page 109 and 110: ible to some form of appropriate as
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 119 and 120: 102by professional musicians, many
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
Page 137 and 138: periods of time. There are possibil
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: iture. It does require a different
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
Page 169 and 170: from other schools to watch two lec
Page 171 and 172: the cost). Groups of children have
Page 173 and 174: iii as a special authorised charge
Page 175 and 176: BibliographyAdvisory Council for Ad
Page 177 and 178: Kerr, J F 1968 Changing the Curricu
Page 179 and 180: NotesThe Issues1 For a description
Page 181 and 182: the philosophy of Ludwig Wittgenste
Page 183 and 184: for candidates between the 100th an
Page 185 and 186: their education full-time in school
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