The Arts in Schools - Calouste Gulbenkian Foundation
The Arts in Schools - Calouste Gulbenkian Foundation The Arts in Schools - Calouste Gulbenkian Foundation
time, inappropriate provision is often useless provision anda waste of resources. Buildings can easily dictate curriculum.In all cases the body of a school reflects its mind. The principlesof the curriculum need, somehow, to be incorporatedinto the design and allocation of spaces and facilities. Forsome years, little attempt was made in school building designto relate different areas of curriculum activity to each other,or to think overall of the use of facilities by all age groups,including adults and young people who have left school. 5113 A Local authorities are now becoming mindful of the need —different in building or conversion — to base the design of spaces andapproach facilities on the principles of a co-ordinated curriculum whichcaters for a fully comprehensive range of interests andabilities.Figure 2 shows a design for a new school in Leicestershire.The Director of Education makes the following comments:'Schools should combine the opportunity for flexible programmeplanning and individual project work with thespecialist facilities that are needed for pupils of secondaryschool age. The design should facilitate fluidity of grouporganisation and easy movement from space to space. Thewhole should be conceived as a series of associated curriculumareas, each serviced by groups of teachers workingtogether to meet the needs of individual pupils and groupsof various sizes.The starting point in a continuing dialogue between theEducation Department and the Architect is the brief whichwill establish clearly the relationships which are to beachieved in the final design. It is important that themulti-purpose use of school buildings should be reflectedin the brief to the Architect.We have tried to make the library and resources area afocal point of any new secondary school. The design complex— which includes engineering and woodwork shops,painting and drawing, textiles, fashions, ceramics andhome economics — is closely linked to the biologicalsciences — drawing and botanical areas are often adjacent.Beyond the science laboratories contact is made withmathematics, modern languages and the humanities, whichin turn links up again with the library/resources focalpoint.Another complex, generally associated with the entrancefoyer/social area is the raked lecture hall cum dramastudio. These two areas can be opened up to form atheatre and replace the conventional assembly hall for800 pupils, which in our view is hardly relevant any longer71
FIGURE 2SHEPSHEDCOMMUNITYCOLLEGEopened 197672 THOMAS LOCKE COUNTY ARCfflTECT(by permission of the Leicestershire County Council)
- Page 37 and 38: 15 The arts This is the ground on w
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- Page 49 and 50: 38 Quality Quantity by itself is in
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- Page 53 and 54: 3 Arts education and the cultural h
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- 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,
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- Page 75 and 76: techniques and resources for workin
- Page 77 and 78: are thinking particularly of the ar
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- Page 81 and 82: Second, integration can mean many t
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- Page 91 and 92: in upper schools. Associated with t
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- Page 95 and 96: 78literature and put money and reso
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- Page 105 and 106: MotivationalChildren on examination
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- Page 111 and 112: 94more in-service training provisio
- Page 113 and 114: 1%—2% of the school population
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- Page 119 and 120: 102by professional musicians, many
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- Page 125 and 126: 'Within individual schools in certa
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- Page 133 and 134: schemes. The Arvon Foundation, for
- Page 135 and 136: is likely to give his teaching rele
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FIGURE 2SHEPSHEDCOMMUNITYCOLLEGEopened 197672 THOMAS LOCKE COUNTY ARCfflTECT(by permission of the Leicestershire County Council)