The Arts in Schools - Calouste Gulbenkian Foundation
The Arts in Schools - Calouste Gulbenkian Foundation The Arts in Schools - Calouste Gulbenkian Foundation
The ILEA provides a comparable service in other artforms, as of course, do a number of authorities. The valueof Advisers and of Advisory Teachers stems from theirproviding a dissemination of ideas throughout an authority.The tendency, in some authorities, to re-deploy AdvisoryTeachers to work full-time in one school, to make redundancieswithin the service, or to leave posts vacant, forwhatever reason, is very much to be regretted, therefore,and poses a grave threat to standards of provision in thearts. We believe that a strong Advisory Service is both themost effective and least expensive way of improving thequality of teaching. We strongly urge that the maintenance,and wherever possible the development, of the AdvisoryService should be seen as an essential safeguard for thefuture of the arts in schools.89 Staff The two main ways in which the quality of the arts in primconsultantsary schools — and we maintain, of the curriculum as a whole— can be improved are by:a raising the general levels of teachers' competence andconfidence in the artsb pursuing opportunities for inter-disciplinary workSome schools are attempting to do this by designatingteachers as consultants, who pass on specialist skills andknowledge to the rest of the staff. This role should be seenas complementary to, rather than instead of, the work ofthe Advisers. The teacher in the school can help other membersof staff on a day-to-day basis on matters affecting work withtheir own classes. This can be done through:a adviceoffering ideas on how to develop particular schemes ofwork through the arts, and how to extend, and deepenthe quality of, arts activities already in handb assistanceworking alongside colleagues for specific lessons oractivitiese coursesorganising short practical sessions for staff on aspectsof their own specialism — use of materials, basic concepts,etcSuch teachers can also provide an element of more specialisedactivity with older children in the primary school whoare ready for more demanding work in the arts.Two further points should be made. First, although we59
are thinking particularly of the arts, specialists in any area ofwork could fulfil such a role for colleagues. Arts specialistshave much to gain from other disciplines.Second, there are obvious difficulties in the managementof such an arrangement. Apart from those which might arisefrom teachers working with other classes, other staff mayfind it hard to accept a colleague in such a role.There are, however, as we have suggested, many possiblebenefits which make such schemes worth supporting —certainly as an area of experiment. A benefit worth mentioningis the valuable experience this can give teacher/consultantsthemselves, not least as a preparation for further responsibility.It can provide an important means of professional developmentand the appearance of those with arts backgrounds inpositions of responsibility in primary schools is a developmentwe would very much welcome.90 Summary In this chapter we have looked at the general requirementsand problems in providing for the arts in primary schools.We have emphasised the need for integration of the artsinto the primary school curriculum and the need for continuityof provision between primary and secondary schools.In the next chapter we continue this discussion in lookingat questions of provision in the secondary school.60
- Page 25 and 26: likely to be measured publicly by e
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- Page 61 and 62: their cultural identity'. Haley's b
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- Page 79 and 80: they will suffer disproportionately
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- Page 89 and 90: FIGURE 2SHEPSHEDCOMMUNITYCOLLEGEope
- Page 91 and 92: in upper schools. Associated with t
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are th<strong>in</strong>k<strong>in</strong>g particularly of the arts, specialists <strong>in</strong> any area ofwork could fulfil such a role for colleagues. <strong>Arts</strong> specialistshave much to ga<strong>in</strong> from other discipl<strong>in</strong>es.Second, there are obvious difficulties <strong>in</strong> the managementof such an arrangement. Apart from those which might arisefrom teachers work<strong>in</strong>g with other classes, other staff mayf<strong>in</strong>d it hard to accept a colleague <strong>in</strong> such a role.<strong>The</strong>re are, however, as we have suggested, many possiblebenefits which make such schemes worth support<strong>in</strong>g —certa<strong>in</strong>ly as an area of experiment. A benefit worth mention<strong>in</strong>gis the valuable experience this can give teacher/consultantsthemselves, not least as a preparation for further responsibility.It can provide an important means of professional developmentand the appearance of those with arts backgrounds <strong>in</strong>positions of responsibility <strong>in</strong> primary schools is a developmentwe would very much welcome.90 Summary In this chapter we have looked at the general requirementsand problems <strong>in</strong> provid<strong>in</strong>g for the arts <strong>in</strong> primary schools.We have emphasised the need for <strong>in</strong>tegration of the arts<strong>in</strong>to the primary school curriculum and the need for cont<strong>in</strong>uityof provision between primary and secondary schools.In the next chapter we cont<strong>in</strong>ue this discussion <strong>in</strong> look<strong>in</strong>gat questions of provision <strong>in</strong> the secondary school.60
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