This #UKEdChat Arts & Culture focused about Museums, Galleries, Visual and Digital Artists, Musicians, Libraries & Dance, and how schools and colleges can (and do) integrate with such services. Hosted by Eylan Ezekiel, the following questions were released during the session:
- What value do local/national Arts & Culture orgs add to the life of your school? #UKEdChat and what COULD they do/what would you like them to do?
- #UKEdChat Who still runs regular visits to a local library?
- Can ‘Arts for Arts sake’ be enough of a reason? How does Arts/Culture fit across the rest of the new National Curriculum? #UKEdChat
- #UKEdChat If you are a department head, have you tried to find resources from the Arts/Culture to support your curriculum?
- How much has technology changed the way Arts and Culture comes into school life? #UKEdChat
- Has anyone replaced visits to theatres or museums with virtual tours? #ukedchat
- @ace_national are looking to learn more about how schools use technology in #ArtsEd Pls complete this survey after #ukedchat
- What digital resources best support and supplement Arts & Culture provision in your school? #UKEdChat
- What Arts and Culture organisations do you recommend? For visits, resources and inspiration? #ukedchat
- What could @NickyMorgan01 & @EdVaizey (Minister of Culture & the Digital Economy) do to help improve #ArtsEd #ukedchat
The Storify from the session is below. and the full archive is on the next page…
[pullquote]Art produces reaction, reaction is emotion explaining it requires complex language.” Tweet of the Week by Chris McShane[/pullquote]
Arts and Culture are part of the lifeblood of our society, and schools are awash with both. In the discussion this week, we looked at how schools manage this flow.
There is clearly a tension between the inspiration and nurturing of a voice that happens between teacher and pupil, and the bigger conversation with the professional world of art and culture. Martin Robinson argued that primary teachers should specialise more, which lead to interesting challenges to both phases.
As Mohammed Wasiq reminded us the Arts Council England ArtsMark scheme is a powerful mechanism to deepen the way a school ‘does’ Arts and Culture. Others also pointed out that through the Arts Council it was possible to link into more of what is going on locally.
There was a discussion about the ‘London effect’ – where school improvement seems to have been greater – and whether that was a result of the access to such a rich arts and cultural scene. Rachel Swinburne reminded us to “ Think local! Ran Student Choice project and contacted local orgs, it really amazed me how much was going on within 2 miles!”
Rural schools, especially, felt the difference but seemed to work harder to access what resources they could. Bill Lord and Summer Turner demonstrated how to make the most of where you are by building Arts and Culture into learning strategically, over the longer term and across the curriculum.
Access to artists and cultural institutions is not always easy, and there was some debate about the value of virtual trips, David Rogers reminding us that ‘place matters’.
There was a lot of sharing of organisations, artists and places to work with, and a strong reminder to look within the community that the school serves.
Surprisingly, there was little discussion about the importance of diversity, yet the growing profile of SMSC was thought to be the framework that most schools will think and plan their Arts and Culture provision.
- Think strategically, and plan how to ensure all children get fair access across the school.
- Use the passions and expertise in and around your school community (kids, parents, govs, TAs, anyone!).
- Have the confidence to create learning experiences for children that cannot be easily assessed through measurement. It has impacts in unexpected (personalised) ways.
- Make long term relationships with local arts and culture organisations and individuals.
- Sign up to ArtsMark
Tweet of the week might have been about writing, but it holds for much of the rest of the work of schools, when Chris McShane said: “art produces reaction, reaction is emotion explaining it requires complex language” . We want our children to think through the richest possible language and develop a curious, critical and creative voice to navigate our complex culture and society.
Art, in all forms, the breadth of our diverse culture, and a sense of our human history and heritage is the key to unlock these capacities in children.
Archive on next page…