The Arts in Schools - Calouste Gulbenkian Foundation

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1 FOYER2 TOILETS3 STAFF MARKING4 STAFFROOM5 CARETAKER6 CLEANER7 REGISTRARg KITCHEN9 GENERAL OFFICE10 PRINCIPAL11 VICE PRINCIPAL12 STORE13 TUTOR14 INTERVIEW15 CAREERS16 RECOVERY17 DENTAL SURGERY18 DARK ROOM192021222324252627282930313233343536QUIET ROOMCHANGINGMEDICALFIRST AIDMUSICOFFICEDINING ROOMREHEARSALDRAMA STUDIOLECTURE THEATREBAH LOUNGEBAR/SNACK BARSOCIALCLIMBING WALLCHANGING ROOMINSTRUCTORSHOWERSPLANT ROOM37 SPORTS HALL3839GAMES ROOMSTUDY40 TUTORIAL4142SWITCHROOMOFFICE43 REPROGRAPHIC44 TECHNICIAN45 LIBRARY ISSUE46 COMPUTER4748LIBRARY/RESOURCEAUDIO VISUAL ROOM49 LIBERAL STUDIES50 GROUP ROOM51 STAFF PLANNING52 GENERAL TEACHING53 REMEDIAL54 LANGUAGES55 RECORDING56 COMMERCE5758MATHEMATICSBIOLOGY LAB.59 LECTURE60 ANIMAL ROOM61 TECHNICIAN62 CHEMISTRY LAB.63 PHYSICS LAB.64 GENERAL LAB.65 GREENHOUSE66 BIOLOGY POOL6768DRAWING OFFICEJEWELRY69 ENGINEERING &METALWORK70 ENGINEERING PROJECT71 CASTINGN72 FORGE/WELDING73 WOODWORK74 GENERAL PRACTICAL7576FABRIC PRINTINGCLAY AREA77 KILN ROOM78 GENERAL CRAFT7980HOUSECRAFTFLAT81 HOME ECONOMICS82 LAUNDRY83 SCIENCE BAY84 GOOD GROOMING85 DRAWING & PAINTING86 TEXTILES & FASHION73
in upper schools. Associated with this area is the musicsuite comprising one or two large ensemble rooms and upto half a dozen practice rooms, storage for instruments etcetc.' 6Whether in the design of new buildings or in the conversionand use of existing plant, we see these principles of coordinationand of dual and possibly multi-use of facilities andspace as of prime importance.114 The size If we take the curriculum patterns we have proposed and theof the range of arts activities we hope to see included, add vocationalschool activities and those related to social studies and moral educationand calculate on the basis of five years compulsorysecondary education, it becomes clear that we are thinkinghere of schools of a certain minimum size. We have, webelieve, to be thinking of schools of 800—1,000 pupils ifwe are to provide and make full use of the facilities neededto operate a full curriculum comprising sciences, the arts andthe humanities — including history, geography, economics,politics and social studies. Schools of a larger size wouldbe able to provide a greater variety of facilities; but above acertain size — say 1,200 — it is widely, and probably wisely,felt that other countervailing considerations begin to arise.There must of course be exceptions to these figures. Dependentupon the form of school organisation used in particularlocal education authorities, an upper school of 1400 for14—18+s might not be too large.115 Falling In many parts of the country the more common problemsrolls are due to the contraction of school rolls. Partly as a responseto falling rolls, the ILEA Inspectorate has been consideringa variety of strategies to maintain and, where possible, toimprove provision for the arts. Since these are being consideredin times of economic restraint, it is implicit in thesesuggestions that there would be some re-allocation of resourcesrather than additional demands. They are based onthree assumptions. First, the functions of some schools,particularly the smaller ones, will have to change and thiswill require co-operation and the acceptance of some commonpatterns of work between schools.Second, in providing alternative patterns for organisingthe eight areas of experience, a priority should be givenfirst to the 16—19 age range followed by 14—16 and, in somecases, the whole secondary range. Third, no single patternof organisation will serve the requirements of every pupil.What are the possibilities for extending the arts curriculum?74
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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
Page 39 and 40: for certain forms of artistic activ
Page 41 and 42: arts — is 'merely subjective" and
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Page 45 and 46: school curriculum fall into this se
Page 47 and 48: one who is intelligent but who exhi
Page 49 and 50: 38 Quality Quantity by itself is in
Page 51 and 52: 43 Freedom Two further points must
Page 53 and 54: 3 Arts education and the cultural h
Page 55 and 56: universally valued archive of stabl
Page 57 and 58: a helps pupils to understand cultur
Page 59 and 60: Child: "They said it was a march, b
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,
Page 73 and 74: performing arts — music, dance an
Page 75 and 76: techniques and resources for workin
Page 77 and 78: are thinking particularly of the ar
Page 79 and 80: they will suffer disproportionately
Page 81 and 82: Second, integration can mean many t
Page 83 and 84: arts have a substantial contributio
Page 85 and 86: distributed equally and equitably a
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Page 89: FIGURE 2SHEPSHEDCOMMUNITYCOLLEGEope
Page 93 and 94: 120 A Implicit in such proposals is
Page 95 and 96: 78literature and put money and reso
Page 97 and 98: 80outlined the sorts of provision t
Page 99 and 100: used — are appropriate to the wor
Page 101 and 102: 135 Respon- If education involves t
Page 103 and 104: we look at, or participate in, visu
Page 105 and 106: MotivationalChildren on examination
Page 107 and 108: elevant help in compiling the profi
Page 109 and 110: ible to some form of appropriate as
Page 111 and 112: 94more in-service training provisio
Page 113 and 114: 1%—2% of the school population
Page 115 and 116: tuition under well qualified teache
Page 117 and 118: it is likely that more children wil
Page 119 and 120: 102by professional musicians, many
Page 121 and 122: frequencies and belongs to the Part
Page 123 and 124: classroom teacher. Nevertheless, th
Page 125 and 126: 'Within individual schools in certa
Page 127 and 128: implications of different types of
Page 129 and 130: We will first outline five main are
Page 131 and 132: 186 Arts In the schemes we have jus
Page 133 and 134: schemes. The Arvon Foundation, for
Page 135 and 136: is likely to give his teaching rele
Page 137 and 138: periods of time. There are possibil
Page 139 and 140: 207 The role The rple of the teache
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to be essential to the future devel
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scheme. The Charlotte Mason College
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d education is something that only
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iture. It does require a different
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225 Initial Initial and post-initia
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Germany 18% of the workforce has be
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outes for the visual arts. In parti
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at the centre on a regular basis. T
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potential. The exceptional situatio
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We have developed our arguments in
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wherever possible, co-ordinate the
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AppendixOur arguments in this repor
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Evening classes range from life-dra
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to work with them. CSE groups with
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from other schools to watch two lec
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the cost). Groups of children have
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iii as a special authorised charge
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BibliographyAdvisory Council for Ad
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Kerr, J F 1968 Changing the Curricu
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NotesThe Issues1 For a description
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the philosophy of Ludwig Wittgenste
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for candidates between the 100th an
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their education full-time in school
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