The Arts in Schools - Calouste Gulbenkian Foundation

Chapter 4 Provision: the arts in primary schools64 Reasons for the chapter 65 In general 66 From primary tosecondary 67 The arts in primary schools 68 What should beaimed at? 69 Visual arts 70 Music 71 Other arts 72 Whatprovision is needed? 73 Integration 74 Resources 75 Availability:a resource bank 76 Accessibility: the ethos of the school77 Expressive media 78 Variety 79 Quality 80 Adequacy81 Resourcefulness 82 What are the problems? 83 A vicious circle84 Initial training 85 What are the possible solutions? 86 An artselement in training 87 The need for specialists 88 The AdvisoryService 89 Staff consultants 90 SummaryChapter 5 Provision: the arts in secondary schools91 Reasons for the chapter 92 In general 93 The need for action94 Constraints on the arts 95 Liaison 96 The world of the specialist97 Timetabling: fragmentation 98 Integration 99 Space andfacilities 100 Attitudes 101 Examinations 102 The need for apolicy 103 The need for specifics 104 Co-ordination 105 Continuity106 An arts policy 107 The secondary curriculum108 The arts in the curriculum 109 The arts on the timetable110 Other possibilities: block timetabling 111 Creative arts departments112 Space and facilities 113 A different approach 114 Thesize of the school 115 Falling rolls 116 Short intensive courses117 Holiday courses 118 'Third sessions' 119 Specialist centres120 A change of perspective 121 The Advisory Service 122 Curriculumtraining 123 Senior staff 124 Speaking from experience125 Equality of provision 126 SummaryChapter 6 Assessment, evaluation and accountability127 Reasons for the chapter 128 The need for accountability129 Two false arguments 130 Assessment 131 Evaluation132 Examination 133 What kind of assessment and accountability?134 Dluminative evaluation 135 Responsive evaluation 136 Pervasiveassessment 137 Informative assessment 138 Implicationsfor accountability 139 Examinations in the arts 140 Passing orfailing 141 The element of failure 142 Arguments for examiningthe arts 143 Three counter-arguments 144 The need for alternatives145 Profile reporting 146 RPA and RPE 147 The need for research148 A limited case for arts examination 149 Graded tests150 Some difficulties 151 Looking ahead 152 From primary tosecondary 153 The need for in-service training 154 The need forpartnership 155 SummaryChapter 7 Special needsiv156 Reasons for the chapter 157 A comprehensive approach