The Arts in Schools - Calouste Gulbenkian Foundation

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at the National Extension College and on Merseyside. Allthese provide resources which can be drawn upon and coordinatedeither by individual organisations or by localauthorities.We would like to reinforce the need to provide whateverfunds may be possible to encourage companies, societiesand individuals to do more. Given the enthusiasm and willingnessnow being shown, the indications are that a comparativelymodest investment from local education authorities, theArts Council or other relevant groups could be enormouslyrewarded. For the vocational courses we have mentionedthere is the further benefit of a rich input of technicalexpertise. Given the willingness of the companies, it is forthe colleges themselves to look for ways of integrating with,and building upon, what they have to offer. It is importantthat the potential for such liaison should inform the combingthrough of policies in both the vocational and general sectorsof continuing education. The initiatives we have describedgive some grounds for cautious optimism.236 The We turn finally to the Youth Service and the voluntaryYouth youth organisations because collectively these form the mostService important resource for the 14—25 age group other thanfurther education itself. They are now suffering neglect,expenditure cuts and dwindling morale. The increasedcommercial provision of leisure and recreation facilities haslost the Service the interest of many young people over 14.There is an urgent need for the Service to re-think its role torecapture the older age groups by providing in particular:a opportunities for constructive leisure of a kind outsidethe commercial fieldb opportunities for creative experience, especially throughthe artse educational alternatives for certain areas of needd counselling for leisure, careers and personal problemslinked with youth activitiese activities linked wilh the Youth Opportunities Programme,including arts activities, to make a betterbalance between the work and non-work areas of youngpeople's livesWe welcome the Government's proposal to undertake areview of the Youth Service, but urge that it should seek toencompass all the needs of young people outside school andcollege to develop a much broader conception of youthservice than exists today and hence a wider provision able toengage young people's enthusiasm and stimulate their creative139
potential. The exceptional situation which faces young peopletoday places a new importance on all the agencies whichexist to serve them from formal education to voluntaryactivity. It implies new tasks, new responses, new thinkingand, above all, a new urgency.237 Summary In this chapter we have extended the main themes of thereport into a consideration of community and continuingeducation. We discussed some of the principles of communityeducation and pointed to the many difficulties involved andto the potential benefits. We outlined the principle of continuingeducation and emphasised the existing nationalcommitment to this. Acknowledging the problems of reformwe have pressed for the inclusion of the arts in general andvocational courses in further and higher education. We havenoted the growing involvement in the arts in adult educationand have endorsed the call for more contact between regionalarts associations and this sector of education. The difficultiesof securing training for the professional arts were discussedand a new initiative in this area was described. In pressingfor new attitudes to the use of existing resources we haveended with a call for these issues to be given due attentionin the review and revaluation of the Youth Service.140
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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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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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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
Page 117 and 118: it is likely that more children wil
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
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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: at the centre on a regular basis. T
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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