The Arts in Schools - Calouste Gulbenkian Foundation

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Chapter 81 Lists of writers willing to participate in this scheme are available fromRegional Arts Associations. General information about Writers inSchools can be obtained from the Literature Director, Arts Councilof Great Britain, 105 Piccadilly, London W1V OAU.2 Further information about Poets in Schools can be obtained from theEducation Officer, The Poetry Society, 21 Earls Court Square, LondonSW5.3 For a description and discussion of a range of other schemes see Artistsin Schools: Papers for a Conference held at the Whitechapel Art Galleryon 28th April 1978. Available from the Gallery, Whitechapel HighStreet, London El 7QX.4 See Dance Education and Training in Britain, Calouste GulbenkianFoundation, 1980.5 Further information can be obtained from the Literature Officer,Greater London Arts Association, 25—31 Tavistock Place, London WC1.6 For a description and discussion of these schemes, see Artists andPeople by Su Braden, Routledge and Kegan Paul, 1978.7 For a discussion of the work of Theatre in Education Companies seeLearning Through Theatre, edited by Tony Jackson, ManchesterUniversity Press, 1980.8 This is given in Arts Centres: Every Town Should Have One, by JohnLane, Paul Elek, 1978.9 Ripping Yarns, an article in the Times Educational Supplement, 4thJanuary 198010 From When is the Poet Coming Again, an article on the Poets in Schoolscheme by Pat Swell, Education Officer with The Poetry Society.11 From a report in The Times Educational Supplement, 19th May 1979.12 Zoe Fairburn commenting on her C Day Lewis Fellowship 1977—78,in Writers in Residence, Education Supplement of the Greater LondonArts Association, 1979.13 Ibid., Note 11.14 See, for example, Su Braden Op. cit.Chapter 91 See Fairburn, The Leicestershire Community Colleges and Centres,1978; and Henry Morris, The Village College; being a memorandum onthe provision of educational and social facilities for the countrysidewith special reference to Cambridgeshire, 1925.2 A detailed study of The Arts and Community Education is beingundertaken by the Arts Council of Great Britain. The report looksat problems and difficulties, together with benefits, through detailedcase studies. These include a school we describe in the Appendix.3 A Youthaid statement on education in April 1979 confirmed this inlooking at the pattern of education among 16—18 year olds. Of the2,000,000 people in this age range 18% (357,000) were continuing167
their education full-time in school; 9.6% (191,000) did so in nonadvancedfurther education; 2.4% (47,000) were already in highereducation. Thus about 30% were in full-time education. A further13.4% of the age group (268,000) were studying part-time in the dayand 5.4% (108,000) in the evening. In other words about half the agegroup had no contact with the maintained education system: over 10%of the age group were unemployed overall with much higher percentagesin some areas of the country. At 18+, only 14.5% were in full-timehigher education. The majority had, by then, lost all touch with theeducation service. For about half the population as a whole, the end ofcompulsory education is the end of formal education of any kind. (SeeYouthaid, 1979, para 10.3)Most of the provision comes from:a) maintained schools and collegesb) industrial, commercial and public sector concerns meetingtheir own training needs and responding to requests to providework, experience and training for the unemployede) public sector establishments such as the Manpower ServicesCommission and the Industrial Training Boards offering trainingand work experienceThe terms of reference of the Council, as laid down by the Secretaryof State for Education are:To advise generally on matters relevant to the provision of educationfor adults in England and Wales, and in particulara) to promote co-operation between the various bodies engagedin adult education and review current practice, organisationand priorities with a view to the most effective deployment ofthe available resources; andb) to promote the development of future policies and priorities,with full regard to the concept of education as a process continuingthrough life.G. Adkins, The Arts and Adult Education, Advisory Council for Adultand Continuing Education, Leicester, 1981.During the period of the Arts Council's survey, for example, 2,750courses were run at such centres and of these approximately 40%were in the arts and crafts. University extra-mural departments mountedabout 8,500 courses over the same period of which 20% were in artssubjects.168
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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
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'Within individual schools in certa
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implications of different types of
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We will first outline five main are
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186 Arts In the schemes we have jus
Page 133 and 134: schemes. The Arvon Foundation, for
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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 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 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: for candidates between the 100th an
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