RESEARCH - A Crisis in the Creative Arts in the UK? - My Thoughts and Findings
The Higher Education Policy Institute study into the crisis in arts education in the UK highlights a number of areas of interest that relate to my project. It covers a range of factors in one local authority that contribute to the state of arts education in relation to other subjects. This is a particularly interesting study because it looks at education at local level, its issues, the thoughts of teachers and other professionals and also some suggestions of how to improve education in light of the issues. This is an important study because it coves many factors of education and the individual issues in each key stage of one local authority’s education system. It can be inferred that similar issues found in one local authority could be found in other areas of the country, which would suggest that similar issues are countrywide. Therefore, this would highlight systemic issues with the education system surrounding the deliverance of arts education. I believe covering some of the issues I have found within this study will aid my research because it will give me a greater understanding on the downfalls in arts education, as well as teachers viewpoints concerning the issues they face with delivering meaningful art education. It is my intention to cover some of the most important topics critically and link them to my current research area.
As this study is focused around the connection that can be made between the economic impact of obtaining certain degrees, as well as the links that can be made between education, student choices and the effect those factors have on culture, I found this essay particularly important in terms of how it made those clear connections. Although it is important to note that the study focuses on many contributing factors in education, understanding that education has a pivotal involvement in the culture of a country is a point that is not covered in many academic studies into the quality of education. It is somewhat overlooked because it can be said the development of culture comes from many different factors and areas of society. However, it cannot be ignored that a rounded education system that covers a number of important, meaningful subjects has a part to play in the cultural landscape of the country. This study in particular uses one local authority as an example of how the current curriculum does not reflect the presence or importance of the arts in the jobs market, wider economy or take into consideration that that the arts are on a par of importance with STEM in terms of school subjects. It is outlined very clearly that “there is a flaw in the logic that says to count is to be economically productive, but to create is not” (Last, 2017). This sentiment is felt in education because there is more of an emphasis on ‘core’ subjects rather than creative ones, clearly indicating a tiered level of importance in what a child should learn. This statement is very significant in the current discussion because it describes the current state of education well. There is a greater weight on academia, which is assumed to lead to more ‘economic productivity’ rather than being creative. This is shown through the emphasis on the EBACC which was “compulsory from 2015” (Last, 2017) in all schools in the UK and thus the subsequent decline in uptake for arts based subjects.
It is noted that STEM (Science, technology, engineering and mathematics) subjects have had priority over other subjects countrywide due to countless reports in the early 2000’s about the issues in this area of education. This emphasis on certain subject is significant because it shows that the government took on board the warnings of professionals that the decline in uptake in STEM subjects would cause wider economic issues in the future. The same can be said with the issues surrounding the arts. It is recorded that as of 2017 that “£84 billion annual contribution” (Last, 2017) of the UK economy was generated by arts based industries. Therefore, if there is a decline in uptake and general interests in the arts in UK schools, gradually there will be a trend down in the creative economy that is generated in the future. This shows how critically important it is to get the education at primary and secondary school level to a standard where students of all abilities feel engaged and inspired to learn, and crucially to pursue their interests. Much of the support given to STEM subjects countrywide was from “public, private and non-profit sectors” (Last, 2017) which suggests that there is a willingness to bring in working professionals into places of education to help supplement the learning of young people past the bounds of passing exams. The deliverance of meaningful skills, working with people in industry and engaging with education on a more practical level are all credible contributing factors to boosting students education, however little opportunity is given to the arts in this manner. With this said, there are calls through this study to create a similar scheme to STEM, ADaM which would put arts based subjects on an equal footing to the likes of maths and science.
Furthermore, the study discusses key concerns faced in Norfolk schools in terms of arts education. This was a section I found particularly insightful because it noted specific problems with the current state of how arts education is delivered, the potential reasons behind the issues and a clear breakdown of how issues in KS2 affect the education of a child as they progress through each key stage and find further issues. Although it is important to note that the issues raised could apply to any local authority, I believe Norfolk’s findings shed light on some of the key issues from the curriculum in a general sense. But, this assumption is something I would only be able to reinforce with greater evidence and research. With this said, a number of issues were covered at KS2 level, namely a “lack of basic drawing and painting skills” (Last, 2017), the “use of of art across the curriculum to teach other subjects but not as a subject itself” (Last, 2017) and declines in both “messy play” (Last, 2017) and a general interest in the subject. This was an aspect of the study that was insightful because it showed how teachers saw arts education for the 7-11 age group of students. Lack of interest, the teaching of meaningful skills and the ability to play are all factors that one would expect a primary school to include in their curriculum. There is a suggestion here that students are simply not being exposed to these activities and thus are having a disadvantage creatively just before moving to secondary school, a time where they decide on their own interests and subsequently their subject choices and job aspirations. The foundation of a lack of arts in their early education is setting a precedence that the arts are not important enough to include in a child’s development, regardless on if they have a natural ability towards the subject or not.
Similarly with concerns at KS3 and KS4, respondents to the study noted that the change in emphasis of the curriculum to the EBACC made the education delivered more “skills focused as opposed to the old curriculum, which had emphasis on creativity” (Last, 2017). This comment was interesting because the term ‘skills’ was mentioned in describing the basis of the EBACC. Due to the inclusion of the EBACC into the curriculum there is an unbalanced emphasis on developing academic skill over creative skill, which is shown by what is deemed to be a ‘core’ or ‘non-core’ subject. This subsequently forces students down an academic heavy route in education, whether they are able to or not and limits the amount of time they can spend in creative lessons such as art and design or photography. This is only emphasised by the following statistic “in 45 per cent of respondent schools, the National Curriculum entitlement to Art and Design and Design and Technology was curtailed by one year, with key stage 3 effectively ending in year 8, when pupils are aged around 12” (Last, 2017). It shows that there is an effort made to make room for prioritising ‘core’ academic subjects over the arts. Other issues highlighted in this section of the study were a decline in uptake and a lack of funding, two aspects which factor heavily in the arts education in secondary schools because the decline in uptake suggests a lack of interest or lack of priority in the minds of students because of the perception of the arts, or the lack of arts education they have received at KS2, as shown by this study. Secondly, the lack of funding in the arts limits the opportunity to bring working professionals into the classroom to create engagement in the arts, as well as paying for enrichment trips or even something as simple as materials. All of these factors heavily impact the experience the student has specifically with arts education.
In the conclusion to this study, there is emphasis put on the notion that STEM subjects should still be supported, but not at the expense of the arts. This is important to note because there is often an assumption that subjects should be put up against each other for a level of importance, like the EBACC suggests, or that subjects should have more funding than others. It is important to have a balanced education system that focuses on supporting the interests of the student, while preparing them for important qualifications. However, having an unbalanced education system that focuses too heavily on academia only benefits those students who are naturally academic and denies creative students the opportunity to explore multiple disciplines of the arts, if they chose to do so. There is also suggestions made by teachers regarding what they feel needs to be altered in the education system to enhance arts education. One suggestion stated “contact with professionals as role models, particularly young people and school alumni nearer to their own age and including those in careers to which they could relate to” (Last, 2017). This is an important aspect of my research area because the suggestion that working professionals could be crucial in aiding the education of young people is proved in this study. It shows that the current state of arts education in the United Kingdom and those who teach it clearly see a need in having working professions to enrich and expand their student’s learning. This as a suggestion shows that there is a willingness by teachers to have outside involvement by artists to teach their students skills and be a credible presence as a working professional in the arts. Although it is important to note the issues in funding and the amount of time the arts is taught in schools limits the amount of involvement artists can have in education because there has to be a partnership that is beneficial for both sides.
After reading this study into one local authorities’ delivery of arts education I have found a number of issues that could span the general realm of the education system in the United Kingdom. Issues of a lack of funding, prioritising subjects over others, deeming subjects to be ‘core’ or ‘non-core’ and the suggestion that there is a real need for external involvement in arts education in mainstream schooling are all felt throughout the study. I have gained a greater understanding of how each individual issue felt by participating schools in Norfolk contribute to the major issues felt in arts education countrywide because each issue intertwines with another, which ultimately will cause issues for the country’s economy and specific industries if they are not addressed. It has given validity to my area of research because the study has shown that teachers believe that artists should be more involved in education and that the current state of the arts curriculum in the UK is below the standards it needs to be in terms of delivery, funding and priority.
Bibliography:
Last, J., 2017. [ebook] Norwich: HEPI, pp.1-4. Available at: <https://www.hepi.ac.uk/wp-content/uploads/2017/09/A-crisis-in-the-creative-arts-in-the-UK-EMBARGOED-UNTIL-7th-SEPTEMBER-2017.pdf> [Accessed 21 November 2020].
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