The Arts in Schools - Calouste Gulbenkian Foundation

The arts insecondaryschools7 The arts should be accorded equal status with othermajor areas of the curriculum and this should be reflectedin the allocation of resources.8 Head teachers and those responsible for the timetableshould recognise the different requirements of the variousarts and take these into account in tackling matters ofprovision.9 The need should be recognised for a policy for all of thearts in schools and arts teachers in the same school shouldtherefore discuss and co-ordinate policies wherever possible,and especially in relation to the allocation of time andfacilities.10 The need should be recognised for work in the arts todevelop into the 4th, 5th and 6th forms of secondaryschools and opportunities for this to happen shouldbe made available outside examination courses.11 Patterns of assessment should take account of the princi-pies and objectives of arts education and of the nature ofaesthetic experience and development.Assessmentandevaluation12 Since we believe that in their practice and assessment thearts should be seen as providing experience of positiveachievement in schools:a the use of profile reporting in the arts should be fullyinvestigatedb the appropriateness and usefulness of criterion-referencedtests in the arts should be fully investigated.13 Examinations should not be seen as the means of legitimisingthe arts in schools.14 Discussions on more effective and responsive forms ofassessment and evaluation should involve employers andother interested groups, including parents.15 Local Education Authorities should give special consider-ation to the needs of the gifted, the disabled and ofethnic minority groups.Specialneeds16 To this end, Local Education Authorities should:a make available extra help and tuition to those withspecial gifts and talents in the arts and143