The Arts in Schools - Calouste Gulbenkian Foundation

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humanities and the arts' (ACACE 1979). The Advisory Councilsuggests instead that the term Vocational' be applied tocourses with a specific occupational purpose and 'general' tothose which have wider purposes. A general course:'. .. may provide a basic grounding for a career or helpilluminate a student's job; but it may also develop creativeactivities or be studied simply for its own sake, as intellectualstimulation or enlightenment or to enable people tomake a more effective contribution to society.' (ACACE,1979,p8)There are particular issues to be considered in the provisionfor vocational training in the arts as professions. We will turnbriefly to these later. We want to say at once that we see aplace for arts activities not only in general courses in both theinitial and post-initial stages, but also within vocationalcourses for occupations other than in the arts.228 The arts It is becoming the practice, even within highly specialisedin vocational courses, to offer options for students outside the pressure ofcourses the examined syllabus. In the technical and business domainsof further education, the courses of the Technician EducationCouncil (TEC) or the Business Education Council (EEC) andthose of the City and Guilds are becoming well-established asthe basic qualifications in their field. These contain a built-inrequirement for 10% time for optional courses. These mayrange from jewellery-making to cinema and television studiesas well as across the humanities and physical education. Wehope to see the development of the arts within this frameworkalthough this would undoubtedly test the resources ofmany of the colleges running TEC and EEC courses, lackingas they often do a strong or well-developed arts department.This suggests the need for patterns of co-ordination and cooperationin arts activities between colleges if there is to beadequate coverage within the present framework of economiesand on the basis of existing, as proposed to ideal, provision.It is particularly important to safeguard opportunities formore personal work within the structure of vocationalcourses being, as they generally are, non-examinable componentsof the course — as in TEC and EEC — and moregenerally at risk from enforced economies.229 General A number of European countries — including West Germany,courses France, Sweden and Belgium — have legislated to providepaid educational leave for members of the working population.This has opened up educational opportunities for theworkforce in excess of those in the United Kingdom. In West133
Germany 18% of the workforce has benefited from paid educationalleave. This forms part of the response to the deepseatedand long-term causes of unemployment and the needto re-organise and re-educate to meet the demands and theeffects of a changing economy. Direct comparison betweenalternative economic and industrial systems is always difficultof course and can be misleading. The emphasis in WestGermany, for example, is on industrial and technical courses.Nevertheless our own general need is no less great. There willbe those who will want to train for a professional life in thearts and others who will want to extend their experience ofthe arts purely for their own interest and understanding. Adequateprovision must be made to meet these interests anddemands in the evolving pattern of general courses. It is particularlyregrettable that, in the historical development ofexisting provision, vocational and general interests shouldhave become opposed in the demand for resources.230 Adult It is incomprehensible in view of the long-term need foreducation continuing education in both the vocational and the generalsectors, that adult education in particular should have beenso under-funded in the past and so affected by economies inthe present. About 40% of the adult population is likely totake part in adult education courses at some time or another.Such courses are by no means all vocational and cover a widerange of general interests. The place of the arts in this is wellestablished.This does not mean that it is always well providedfor. The Arts Council of Great Britain have undertaken adetailed study of this area and a report is now available. 6This gives evidence of the massive demand among adults forgeneral educational courses and of the high demand withinthis for work in the arts and crafts. The scale of this involvementindicates an enormous, self-identified need among theadult population for the arts and their related activities.It is worth remembering that the 1944 Education Actplaces a statutory responsibility upon local educationauthorities to provide cultural and recreational opportunitiesfor adults although it does not specify how this should bedone or what forms it should take. Partly as a result of thisthe pattern of provision is now complex and diverse. Inaddition to local authority institutes of adult education,there are residential colleges, university extra-mural departmentsand the widespread activities of the WorkersEducational Association with over 1,000 branches of affiliatedgroups. Residential colleges play a significant role within thisgeneral pattern. 7There seems to be in each of these areas a strong willingnessto promote links with the professional arts. In the case134
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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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80outlined the sorts of provision t
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Page 101 and 102: 135 Respon- If education involves t
Page 103 and 104: we look at, or participate in, visu
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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 119 and 120: 102by professional musicians, many
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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: 225 Initial Initial and post-initia
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
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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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