The Arts in Schools - Calouste Gulbenkian Foundation

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1979 Aspects of Secondary Education, HMSO, London1979 Local Authority Arrangements for the School Curriculum, HMSO, London1980 A View of the Curriculum, HMSO, London1981 The School Curriculum, HMSO, LondonDBS and Department of Employment (DE) 1979 A Better Start in Working Life, DBSand DE, LondonDowney, M E & Kelly, A V 1979 Theory and Practice of Education: An Introduction,Harper and Row, LondonEhrenzweig, A 1976 The Hidden Order of Art: A Study in the Psychology of Imagination,University of California PressEisner, E (Ed) 1976 The Arts, Human Development and Education, McCutchan PublishingCorporation, Berkley, CaliforniaEisner, E 1969 'Instructional and Expressive Objectives: Their Formulation and Use inCurriculum', in Popham W J (Ed) Instructional Objectives, AERA Monograph Serieson Curriculum Evaluation, No 3, Rand McNally, ChicagoElliott, R K 1971 'Versions of Creativity' in Proceedings of the Philosophy of EducationSociety of Great Britain Vol V No 2Fairbum, A N 1971 The Leicestershire Community Colleges and Centres, Department ofAdult Education, University of NottinghamFinniston, Sir M 1980 Engineering Our Future, HMSO, LondonFreeman, J1979 Gifted Children, Medical Technical Press, LancasterGetzels, J W & Jackson, P W 1962 Creativity and Intelligence, John Wiley, New YorkGibson & Chennelle 1976 Gifted Children: Looking to the Future, Latimer with theNational Association for Gifted Children, LondonGowan, J C et al (Eds) 1967 Creativity Its Educational Implications, John Wiley, NewYorkGribble, J 1969 Introduction to Philosophy of Education, Allyn and Bacon, BostonGuilford, J P1972 "Traits of Creativity' in Vernon, P E (Ed)1968 'Teaching Approach and Divergent Thinking Abilities in Primary Schools' inBritish Journal of Educational Psychology, 1968Haddon, F A & Lytton, H 1971 'Teaching Approach and the Development of DivergentThinking Abilities — Four Years On', in British Journal of Educational Psychology,1971Hasan, P & Butcher, H J 1966 'Creativity and Intelligence: A Partial Replication withScottish Children of Getzels' and Jackson's Study', in British Journal of PsychologyHemmings, J 1980 The Betrayal of Youth, Marion Boyars, LondonHirst, P 1965 'Liberal Education and the Nature of Knowledge' in Archambault, R D(Ed) Philosophical Analysis and Education, Routledge and Kegan Paul, LondonHitchfield, E M 1973 In Search of Promise, Longman with the National Children'sBureau, LondonHoyle & Wilks 1975 Gifted Children and Their Education, HMSO, LondonHudson, L 1966 Contrary Imaginations, Penguin, HarmondsworthHudson, W D 1973 'Is Religious Education Possible?' in New Essays in Philosophy ofEducation, O'Connor, D J & Langford, G (Eds), Routledge and Kegan Paul, LondonJackson, T 1980 Learning Through Theatre, Manchester University PressJackson, P W & Messick, S 1969 "The Person, the Product and the Response: ConceptualProblems in the Assessment of Creativity' in Bri tish Journal of Educational Psychology,1969Joint Council for Education through Art 1957 A Consideration of Humanity, Technologyand Education in Our Time, Report of a conference at the Royal Festival Hall, 22—27thApril, 1957, JCFETAKelly, G A 1963 A Theory of Personality: The Psychology of Personal Constructs, NWNorton and Co., New York159
Kerr, J F 1968 Changing the Curriculum, University of London PressKhan, N 1976 The Arts Britain Ignores, Community Relations Commission, LondonKoestier, A 1959 The Sleepwalkers, Hutchinson, LondonLane, J1978 Arts Centres: Every Town Should Have One, Paul ElekLarge, P 1980 The Micro Revolution, Fontana (Collins), LondonLeavis, F R 1952 The Common Pursuit, Chatto and Windus, LondonLevitas, M 1974 Marxist Perspectives in the Sociology of Education, Routledge andKegan Paul, LondonLytton, H 1973 Creativity and Education, Routledge and Kegan Paul, LondonMacdonald, I 1980 Professional Arts and Schools: A Discussion Document, Arts Councilof Great Britain, LondonMacFarlane, N 1981 Education for 16—19 year-olds, DES, LondonMacGregor, L; Tate, M & Robinson, K 1977 Learning Through Drama, HeinemannEducational Books, LondonMorris, H 1925 The Village College: Being a memorandum on the provision of educationaland social facilities for the countryside with special reference to Cambridgeshire, CambridgeUniversity PressNuttgens, P 1977 Learning To Some Purpose, Society of Industrial Artists and Designers,LondonOgilvie, E 1973 Gifted Children in Primary Schools, MacMillan, LondonOmstein, R 1975 The Psychology of Consciousness, Penguin, HarmondsworthPolanyi, M 1969 Personal Knowledge, Routledge and Kegan Paul, LondonPopper, K 1943 The Open Society and its Enemies, Routledge and Kegan Paul, LondonPrimary Schools Research and Development Group 1978 Primary School Teachers'Attitudes to Issues Raised in The Great Debate, University of Birmingham, Faculty ofEducationRead, H 1957 Humanity, Technology and Education Report of the Conference held byJoint Council for Education Through Art, London Royal Festival Hall 22—27 April,1957Redcliffe-Maud 1976 Support for the Arts in England and Wales, Calouste GulbenkianFoundation, LondonReid, L A 1957 'The Philosophy of Education Through Arts' in Joint Council for EducationThrough Art Conference Report.Robinson, K Rt Hon 1978 'The Arts, Society and Education' in Ross, M (Ed)Ross, M (Ed) 1978 Arts Education: Towards 2000, Conference Report, University ofExeter, School of EducationRoss, M 1975 Arts and the Adolescent: Schools Council Working Paper 54, Evans/Methuen EducationalRowlands, P 1974 Gifted Children and Their Problems, Dent, LondonRowntree, D 1977 Assessing Students: How Shall We Know Them!, Harper and Row,LondonRussell, Sir Lionel 1973 Adult Education: A Plan for Development, Report by a Committeeof Inquiry under the Chairmanship of Sir Lionel Russell CBE, HMSO, LondonRyle, G 1949 The Concept of Mind, Hutchinson, London1967 'Teaching and Training' in The Concept of Education, Peters, R S (Ed), Routledgeand Kegan Paul, LondonSchools Council 1975 Report of the Schools Council Working Party on the Whole Curriculum(1971—4): Schools Council Working Paper 53, Evans Methuen Educational,London. 1979 Principles and Priorities, Schools Council, London1981a The Practical Curriculum: Working Paper 70, Evans Methuen Educational,London1981b Resources for Visual Education, Schools Council Art Committee, London160
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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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MotivationalChildren on examination
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elevant help in compiling the profi
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ible to some form of appropriate as
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94more in-service training provisio
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1%—2% of the school population
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tuition under well qualified teache
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it is likely that more children wil
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102by professional musicians, many
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frequencies and belongs to the Part
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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 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
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: BibliographyAdvisory Council for Ad
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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