THE arts curriculum development project is currently exploring the contribution of the arts to pupils’ education through the use of a pupil questionnaire. The questionnaire has been developed from previous work that identified a set of common aims and objectives for arts education and started to highlight specific outcomes from effective arts practice.
Pupils were encouraged to reflect on their values, attitudes and feelings about their work in the arts, their perceptions of what they have achieved as a result of the work and the extent to which they are actively involved in artsexperiences.
The first trial has taken place and findings have indicated that this method of collecting evidence could be particularly helpful in seeking to identify, define and develop effective practice. One interesting finding was that pupils were not always aware of what they had learned and that through asking the questions and helping pupils reflect on their work they began to realise what they had achieved. Another finding was that even when a question looks straightforward, pupils can have a very different understanding of what is being asked.
The questionnaire will be refined and trialled again before it is used to collect information from a range of schools with different arts practice.
Work is now under way which explores the impact of effective arts education on the school, its community and on society and the economy. Recently, discussions took place with representatives from different arts organisations to help clarify specific outcomes that could be expected from effective arts education. Following this, work is about to be developed which will explore ways of collecting evidence of these broader contributions of effective arts education.
A key part of the next stage of the work is to identify different models of provision.
The QCA is interested in hearing about different and innovative ways in which schools are implementing their arts education, and particularly information about ways in which the timetable can be used flexibly to enable different types of arts experiences to be included.
We would also like to find examples of ways in which schools are developing a coherent arts education programme that includes both the statutory provision and extended arts opportunities.
If you have any information about effective models of provision for arts education, please contact Tony Knight, project leader, and Lucy Walters, project manager, tel: 0207 509 5408. E-mail: waltersl@qca.org.uk.
Tony Knight is principal subject officer for music, the arts and culture at the Qualifications and Curriculum Authority,83 Piccadilly, London W1J 8QA. Tel: 020 7509 5555. Web: www.qca.org.uk
