RESEARCH: Arts Education in Independent Schools - My thoughts, notes and analysis
An article written by Keri Beckingham discussing Arts Education within independent schools follows on from the findings of the Durham University and Arts Council England commissioned study into the role of creativity in education. The article discusses the role of creative education within independent schools, something that I have not previously covered within my research. The term ‘independent school’ therefore needs to be defined within the context of both this article and what it means in its wider sense within society. It is defined as
“Private schools (also known as 'independent schools') charge fees to attend instead of being funded by the government. Pupils do not have to follow the national curriculum. All private schools must be registered with the government and are inspected regularly.” (GOV, 2021)
The defining of this term is important because it changes the discussion from looking at all schools, such as free schools, academies or even state schools, to ones that are solely within private education. Narrowing down the discussion early on in my findings was really important because I had not previously been familiar with the term ‘Independent School’. Therefore, gaining knowledge that this term refers to private schools, gives the article further importance and context within my research.
With this noted, the article discusses examples of schools that have gained great benefit from promoting the arts within their respective school, as well as discussion about the Durham University study, what it showed and an acknowledgement that there has been a decline within the arts over a number of years. Also, there is brief mention about the commissioned study’s findings into the impact of the decline in arts education on industry, another angle that often gets overlooked. Looking at this article and analysing the key areas of this will show how another area of education is being impacted by the decline in the arts through case study examples. This will show if the arts are facing similar issues in this area of education, or is it isolated to academies and state schools. In this area of my research, I will analyse the article and formulate my understanding on how a specific area of education is providing meaningful arts education in light of the clear downfalls in this part of the curriculum.
The article discusses the Durham University study briefly by acknowledging it’s purpose and the links made between schooling, creativity and industry. Beckingham notes the study’s recommendation that “arts and culture should be an essential part of the education of every child” (Beckingham, 2020) as well as noting her own investigation into specific “arts education experts in independent schools and the wider industry to ask them about why this type of creative education is so important for todays pupils” (Beckingham, 2020). Taking the findings from the Durham University and Arts Council England study and applying these same outcomes to a specific area of education, private or independent schools, is an interesting angle because it considers an area of education that is finically privileged due to the fees to attend. One could assume that the level of education should far outweigh the standards and opportunities available to those in state education. This may sway the discussion into arts education because of the higher amounts of money within this area of schooling, but this does not factor in issues of time, value and perception of the arts within the curriculum, which is where some similarities may occur through education as a whole. Although it is important to acknowledge that funding is an important aspect of the decline in the arts in the curriculum, there are other factors like the Ebacc, general misconceptions and questions about it’s value, looking at how private or independent schools conduct arts education will approach the subject from a different, more affluent angle because money is less of a factor in many cases. I would argue that the Durham University study does not discuss specific school types in relation to their findings, which does blur some of the lines in respect of where the real issue lies. Much of the findings talk in a generalised manner, while providing some recommendation as to how to make improvements, which does not tell the full picture in terms of where the real issues are, and at what level of schooling. Therefore, Beckingham’s article highlights much needed further insight into a specific area of education, while making reference to the findings of the study. I believe this shows that it is important to be specific in terms of a study’s findings, as well as identifying the relevant context the findings are most appropriately focused around. This is where informed change can be acted upon.
Later, the article begins to discuss the decline of the arts, something that is widely discussed within this piece and provides a link between my other areas of research and this piece. Beckingham acquired the thoughts of Michelle James, a woman involved both in education and business through her music resources company. The thoughts of James are particularly important because of her involvement in both aspects of the discussion, the world of work and education. As James is a CEO of a company providing music resources to enrich and expand arts education, her thoughts on the decline in the arts are of importance. She states that
“education policy moving away from creativity to facilitate an increased focus on STEM subjects, as well as the introduction of the English Baccalaureate (Ebacc), promotes the message that the best way to prepare children and young people for future careers and to boost the nation’s economy is to focus on an narrower education” (Beckingham, 2020)
This is an interesting viewpoint from James because it discusses the Ebacc and STEM subjects as the catalysts that have had an impact on the arts. As there has been a shift from a wide ranging curriculum to that of a narrower, academic focus on education, there are grounds to suggest the notion that “the best way to prepare young people for future careers and to boost the nation’s economy is to focus on a narrower education” (Beckingham, 2020) can be agreed with and is sen through the noted changes within the curriculum. However, this change has come at the detriment of creative learning and developing young people’s ability to be creative as a skill. Promoting such a message that academia is the only way to succeed at school does multiple things; firstly it produces students that are limited in terms of their wider skillset, something industry and business are noticing when young people are coming into the job market and are finding concerning. Secondly, students are forced into academia, whether they are naturally capable of doing so, or not. This leaves some students unable to flourish within education because they cannot select subjects they may have an interest, talent or a subject they would thrive in as it does not fit into the Ebacc remit. Although it is important to note the importance of English, Maths and Science, the concept of prioritising these subjects over the arts should not be so widely out-balanced that students feel they cannot study non-core subjects, or that they are not encouraged to study a variety of subjects based on their abilities, talents or interests. This is where I can agree with James’ comments because the idea of emphasising the importance of academia over creativity has become so significant that the balance and variety in education is being removed, which will, and is already, having a detrimental impact on young people’s skillset and understanding. Therefore, this shows that the impact on the arts has been significant and is impacting student’s overall abilities.
Later into the article, James continues
“it isn’t only this which has created an environment in which it is difficult for arts subjects to thrive. Inevitably, parents and students also hear this same message and begin to make decisions based upon it - for example, deciding to opt out of learning an instrument or spending extra-curricular time on arts based activities” (Beckingham, 2020).
This shows how the impact of not putting emphasis on the importance of the arts has on parents and students. They begin to formulate their opinions on what they notice from their child’s schooling, and only focus on things of importance, and in this case it is academic success. Without a well rounded curriculum that promotes diversity and the development of skilled, well-rounded individuals, students are being limited to being able to pass exams and not necessarily being prepared for the world of work. Also, there is little space for young people to pursue their interests or talents, thereby limiting their personal interests.
CASE STUDIES (BRIEF EXAMPLES ONLY)
Here, I have taken note of the schools mentioned within the article and made brief notes on the use of arts education. It is important to remember that these schools are independent schools (private schools) and therefore have other means of generating income, which plays a big role in the delivery of meaningful arts education specifically. I intend to use these examples later in my research when discussing a small sample size of private schools in relation to arts education.
Brampton College - Independent Sixth Form College.
Head of Art at Brampton College believes that “arts education is crucial for today’s pupils as it teaches them how to be creative, and that this ability is so important for their future” (Beckingham, 2020) “In addition, he says its assumed that arts education in schools and colleges has little value beyond themselves and to the world of work outside the arts, and that its a misconception for pupils toffees that they’re not creative if they can’t create artwork” (Beckingham, 2020)
These points are very important because there is a discussion for the need for the arts as a way to show students how to be creative. This suggests that it is a transferrable skill rather than one only reserved for those who can make artwork, making it an important subject for all students to learn, not just those that are talented in this area.
There is discussion about the misconceptions of the arts not being useful for the world of work. However, as creativity is highly sought after in the jobs market, this is a skill that needs to be taught and has to be given the value while students are in school.
Later the article goes onto say “the arts industry should not be the sole domain of creative people” (Beckingham, 2020)
This comment affirms the importance of seeing creativity as a skill in it’s own right, and not necessarily a skill only artistically inclined people hold. It also has wider community, social and economic implications that those in the workforce have the ability to be creative in their thinking.
Roedean - Independent Secondary School.
The “number of students that have opted to study art at GCSE has increased by 225% over the last two years and Sarah Strachan, head of art and design, says that A-level they are increasingly seeing students selecting art alongside more traditional STEM subjects” (Beckingham, 2020)
This is an example of a school that has seen an increased uptake in creative subjects, as well as many students taking a variety of subjects into their A-Level study. This is an example of how the arts can be prioritised, promoted or championed within a school and it be not at the detriment of academic success.
“In order to support increased uptake in the subject, this year the school has created there new dedicated teaching spaces” (Beckingham, 2020)
This is an example of where private and state education differs and also impacts on what students learn depending on their family’s ability to send them to a private school or not. Facilities, more emphasis put on specific subjects and a wider curriculum appears to be areas private schools differ from state schools. Much of this is due to funding.
After looking at a number of points, as well as outlining some brief case study examples of independent schools who prioritise the arts on a level playing field with STEM subjects, I have found some differences between private schooling and state schooling. Although this may be an obvious difference, funding is more readily available within private schooling than in a state school, which therefore heavily impacts creative education as more money can be put into it. It therefore leads to more opportunities for students, further activites, trips and ultimately an expanded curriculum in this area. This highlights a wider issue of state schools not being given enough money to educate students on a similar level to their private/independent school counterparts. Although the families of students pay for their education, there should not be such a vast difference between the two sites for learning. It shows how the arts are generally under valued in the curriculum through funding primarily and also through the imbalance between academic success and skills based learning.
Although the article only looks at a small sample size of schools and their stats, thoughts and opinions about the arts within their site for learning, one can still generate an understanding of the importance of fundings creative subjects well enough to be able to offer students enriching opportunities while they are studying. Therefore, they are producing well rounded, skilled individuals that have a balance of academic and creative understanding. Although this still may be very different on a school to school basis, the presence of extra funding and its benefits are clear. I believe this shows that more has to be done to help academies and state schools financially to allow the curriculum to be taught in a way that it is not financially bound, as it appears to currently be.
Further discussion about creativity as a universal skills has given me a greater understanding into the importance of seeing being creative as an important tool for all students to learn. Although it was discussed heavily in the Durham University study, more discussion about it being a life skill that is required in the world of work, business and industry puts far more emphasis on the creativity’s importance. I think this aspect of my research has been very insightful because it gives wider justification for the need for the arts, because of such a tool, if it is considered in a wider context.
Overall, I have found this article very insightful and have taken a number of themes, elements and areas for further research that I intend to do next.
SOURCES:
Beckingham, K., 2020. Arts education in independent schools - Independent Education Today. [online] Independent Education Today. Available at: <https://ie-today.co.uk/teaching/arts-education-in-independent-schools/> [Accessed 27 April 2021].
GOV, U., 2021. Types of school. [online] GOV.UK. Available at: <https://www.gov.uk/types-of-school/private-schools> [Accessed 27 April 2021].
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