Scottish Council for Research <strong>in</strong> Education 1977 Pupils <strong>in</strong> Profile: Mak<strong>in</strong>g the Most ofTeachers'Knowledge of Pupils, Hodder and StoughtonScottish Education Department 1976 Gifted Young Musicians and Dancers, HMSO,LondonScriven, M 1967 '<strong>The</strong> Methodology of Evaluation' <strong>in</strong> Tyler, R et al (Eds) Perspectives onCurriculum Evaluation. AERA Monograph Series on Curriculum Evaluation No 1,Rand McNally, ChicagoStansbury, D Record of Pupil Experience: Qualities and Qualifications, RPE Publications,25 Church St, South Brent, DevonSwales, T 1979 Record of Pupil Achievement: An Independent Evaluation of the Sw<strong>in</strong>donRPA Scheme, <strong>Schools</strong> Council Pamphlet 16, <strong>Schools</strong> Council, LondonTaylor, O W (Ed) 1964 Creativity: Progress and Potential McGraw Hill, New YorkTolstoy, L 1930 What is Art? World's Classics, Oxford University Press, OxfordTorrance, E P 'Education and Creativity' <strong>in</strong> Taylor O W (Ed) Give the Devil His DuesVernon, P E 1969 Intelligence and Cultural Environment, Methuen, LondonVernon, P E (Ed) 1964 'Creativity and Intelligence' <strong>in</strong> Educational Research Vol VI No 3Waddell, Sir J 1978 School Exam<strong>in</strong>ations: Report of the Steer<strong>in</strong>g Committee establishedto consider proposals for replac<strong>in</strong>g the General Certificate of Education, Ord<strong>in</strong>aryLevel and the Certificate of Secondary Education exam<strong>in</strong>ation by a common systemof exam<strong>in</strong><strong>in</strong>g, HMSO, LondonWarnock, M 1978 Special Educational Needs; Report of the Committee of Inquiry <strong>in</strong>tothe Education of Handicapped Children and Young Persons Cmnd 7212, HMSO,LondonWamock, M 1977 <strong>Schools</strong> of Thought, Faber, LondonWhite, J P 1972 'Creativity and Education' <strong>in</strong> Education and the Development of Reason,Peters, R S et al (Eds), Routledge and Kegan Paul, LondonWhitechapel Art Gallery 1978 Artists <strong>in</strong> <strong>Schools</strong>: Papers for a Conference held at theWhitechapel Art Gallery, 28th April 1978, Whitechapel Art Gallery, LondonWilliams, R 1971 <strong>The</strong> Long Revolution, Pengu<strong>in</strong>, HarmondsworthWillis, P 1977 Learn<strong>in</strong>g to Labour, Saxon House (Gower), Famborough, HantsWilson, M & Evans, M 1980 Education of Disturbed Pupils <strong>Schools</strong> Council Work<strong>in</strong>gPaper 65, Eyre Methuen Educational, LondonWittgenste<strong>in</strong>, L 1953 Philosophical Investigations, (trans. Anscombe, GEM) Basil Blackwell,OxfordWoods, R G & Barrow, R1975'Creativity' <strong>in</strong>An Introduction to Philosophy of Education,Methuen, LondonYouthaid, 1979 Life Is Not an Academic Subject, Youthaid, London1980 Youth Unemployment: A Background Paper, Youthaid, London161
Notes<strong>The</strong> Issues1 For a description of the trends <strong>in</strong>, and underly<strong>in</strong>g causes of, youthunemployment, see Youth Unemployment: A Background PaperYouthaid, 19802 See for example Large, P <strong>The</strong> Micro Revolution, 19803 Reports on Education. No 92: School Population <strong>in</strong> the 1980's DBS,19784 This was the fourth annual report prepared by the Inspectorate for theExpenditure Steer<strong>in</strong>g Group on Education. It was the first of its k<strong>in</strong>dto be made public.5 As Patrick Nuttgens has argued the decision taken by the Government<strong>in</strong> 1917 to make the Universities responsible for conduct<strong>in</strong>g schoolleav<strong>in</strong>g exam<strong>in</strong>ations has had far-reach<strong>in</strong>g educational effects. Foralthough the exam<strong>in</strong>ations were supposed to be school leav<strong>in</strong>g exam<strong>in</strong>ationsthey <strong>in</strong>evitably became qualify<strong>in</strong>g exam<strong>in</strong>ations for entry to theuniversities:'And that had a profound effect upon the whole orientation ofstudies and teach<strong>in</strong>g. It made entry to the universities the highestaspiration for teachers and pupils and thus had a profound bear<strong>in</strong>gupon the subjects which could be taught, their nature and scope,and the character of the educational experience of the pupils.'(Nuttgens, 1977, p7)6 See Primary Education <strong>in</strong> England DBS, 1978, paras 8.17, 8.23, and8.28.7 Further <strong>in</strong>formation is available from <strong>The</strong> Education Officer, <strong>The</strong>Crafts Council, 12 Waterloo Place, London SW1Y 4AU.8 <strong>The</strong> need to develop pupils' 'aesthetic awareness and creative ability'was emphasised by the Confederation of British Industry <strong>in</strong> a statementissued <strong>in</strong> March 1980. This came as a response to the DBS consultativepaper A Framework for the School Curriculum, DBS, 1980162
- Page 1 and 2:
THEARTSSCHOOLSPrinciples, practice
- Page 3 and 4:
© 1982 Calouste Gulbenkian Foundat
- Page 5 and 6:
Chapter 4 Provision: the arts in pr
- Page 7 and 8:
The Advisory CommitteeChairmanMembe
- Page 9 and 10:
Foreword by the Chairman of the Inq
- Page 11 and 12:
Introduction—1989This is not a re
- Page 13 and 14:
and many others have done so since.
- Page 15 and 16:
politicians on all sides were compe
- Page 17 and 18:
the GCSE examination has addressed
- Page 19 and 20:
REFERENCESArts in Schools Project (
- Page 21 and 22:
stances and of the perennial and va
- Page 23 and 24:
significant than at present.4 The n
- Page 25 and 26:
likely to be measured publicly by e
- Page 27 and 28:
seem to improve when taught as part
- Page 29 and 30:
world around them.e In understandin
- Page 31 and 32:
ence essential to education? Why th
- Page 33 and 34:
10 The artsare notoptions11 Notwith
- Page 35 and 36:
1 Education, schooling and the arts
- Page 37 and 38:
15 The arts This is the ground on w
- Page 39 and 40:
for certain forms of artistic activ
- Page 41 and 42:
arts — is 'merely subjective" and
- Page 43 and 44:
to and an understanding of certain
- Page 45 and 46:
school curriculum fall into this se
- Page 47 and 48:
one who is intelligent but who exhi
- Page 49 and 50:
38 Quality Quantity by itself is in
- Page 51 and 52:
43 Freedom Two further points must
- Page 53 and 54:
3 Arts education and the cultural h
- Page 55 and 56:
universally valued archive of stabl
- Page 57 and 58:
a helps pupils to understand cultur
- Page 59 and 60:
Child: "They said it was a march, b
- Page 61 and 62:
their cultural identity'. Haley's b
- Page 63 and 64:
life and on perceptions and values
- Page 65 and 66:
4 Provision: the arts in primary sc
- Page 67 and 68:
a What should be aimed at?b What pr
- Page 69 and 70:
composition — Western and non-Wes
- Page 71 and 72:
learning.' (Schools Council, 1981a,
- Page 73 and 74:
performing arts — music, dance an
- Page 75 and 76:
techniques and resources for workin
- Page 77 and 78:
are thinking particularly of the ar
- Page 79 and 80:
they will suffer disproportionately
- Page 81 and 82:
Second, integration can mean many t
- Page 83 and 84:
arts have a substantial contributio
- Page 85 and 86:
distributed equally and equitably a
- Page 87 and 88:
art, craft, home economics, music a
- Page 89 and 90:
FIGURE 2SHEPSHEDCOMMUNITYCOLLEGEope
- Page 91 and 92:
in upper schools. Associated with t
- Page 93 and 94:
120 A Implicit in such proposals is
- Page 95 and 96:
78literature and put money and reso
- Page 97 and 98:
80outlined the sorts of provision t
- 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
- 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
- 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 and 176: BibliographyAdvisory Council for Ad
- Page 177: Kerr, J F 1968 Changing the Curricu
- 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