The Arts in Schools - Calouste Gulbenkian Foundation

iv to instil respect for religious and moral values, andtolerance of other races, religions, and ways of lifev to help pupils to understand the world in whichthey live, and the inter-dependence of individuals,groups and nationsvi to help pupils to appreciate human achievementsand aspirations (DBS, 1981, p3)There is much to agree with here, as there is in all of thepapers we have mentioned. We find it all the more surprising,therefore, that the arts should have had such scant treatment.We believe that it would be a serious matter if this were tolead to low priorities being given to the arts in schools asdiscussions on the curriculum go on. It is against such a developmentthat we seek to mobilise, through this report, thestrongest resistance.9 Structure We have divided this report into ten chapters. In the firstof the three we discuss the contributions of the arts to education.report In the subsequent chapters we apply these arguments to thevarious issues we have raised here.In Chapter 1 we put the general case for providing for thearts in the curriculum. We argue that this is a matter bothof logical necessity, if the principle of general education isaccepted, and of moral necessity given the kind of educationwe want for our children. In Chapter 2 we look at the ideaof creativity as it applies to the arts. This idea has beengiven some priority by politicians and by employers. 8 Weargue that the nature of creative work is often misunderstood,that it has a central place not only in the arts butacross the whole curriculum and that promoting creativethought and action is a matter of the utmost educationalimportance. In Chapter 3 we look at a controversial area inarts teaching — the relationship between children practisingthe arts themselves and learning to appreciate the work ofothers. We develop our arguments here into a view of the artswithin cultural education. In Chapters 4 and 5 we considerthe problems and the requirements in providing for the artsin primary and secondary schools, including questions oftime, staff and facilities. Chapter 6 deals with the question ofaccountability. We identify the problems in current approachesto evaluation, assessment and examinations, and argue the casefor new approaches. Chapter 7 considers the roles of the artsin the education of children with special needs. In Chapter 8we outline and discuss initiatives in bringing together children,teachers and professional artists. We look at the principles involvedand at some of the practical difficulties. In Chapter9 we draw out some of the implications of our arguments15