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All Our Futures: Creativity, Culture & Education.Department for Culture, Media, and Sport, London (England).;Department for Education and Employment, London (England).ISBN-1-84185-034-91999-00-00220p.; Prepared by the National Advisory Committee onCreative and Cultural Education.DFEE Publication, P.O. Box 5050, Sudbury, Suffolk C010 6ZQ,England. Tel: 0845-6022260; e-mail: firstname.lastname@example.org.Books (010) Reports - Descriptive (141)MF01/PC09 Plus Postage.*Creative Teaching; *Cultural Education; CurriculumEvaluation; Education Work Relationship; ElementarySecondary Education; Family School Relationship; ForeignCountries; Government School Relationship; NationalStandardsEngland
This report argues that a English national strategy forcreative and cultural education is essential. Three principle objectives arelaid out to address this strategy. First, there are important relationshipsbetween creative and cultural education for the whole curriculum. Second,teachers must be trained in the most current methods to stimulate student'slearning. Finally, the balance of the school curriculum to createpartnerships between schools and the world is essential for today's creativeand cultural education. The report develops the themes of the challenge foreducation, creative potential, freedom and control, cultural understanding,and a systematic approach. The four chapters include: (1) "Facing the Future"sets out definitions and a framework for creative and cultural education; (2)"A New Balance" explains implications for the English school curriculum, forteaching, and for assessment; (3) "Beyond the School" argues for a broad baseof partnerships between schools and other agencies and considers issues ofresources and training; and (4) "A National Strategy" presents a series ofdetailed recommendations as a framework for a national strategy. The keymessage of this report is the need for a new balance: in education; insetting national priorities; in the structure and organization of the schoolcurriculum; in methods of teaching and assessment; and in relationshipsbetween English schools and other agencies. (LB)
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All Our Futures:Creativity, Culture & Education
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Department forNational Advisory Committee on Creative and Cultural Education Education and Employment
National Advisory Committee on Creative and Cultural Education
H ur mums:Creativity, Cu Rue & Edu.ca.tio
Report tothe Secretary of State for Education and Employmentthe Secretary of State for Culture, Media and Sport
Foreword by the Rt. Hon David Blunkett MP, Secretary of Statefor Education and Employment
Creative and cultural education can help raise educational standards by boosting achild's self-confidence and self-esteem. The Government wants to give youngpeople every chance to develop their full potential, to build on their strengths andto believe in themselves. Our cultural heritage, together with creativity throughself-expression, offers a way of developing the talent of the individual and theirunderstanding of a diverse and complex world around them. I welcome therecommendations of this report which identify a variety of ways in which we canenable young people to explore their creativity at school and more widely for theirfuture leisure and work opportunities. I am grateful for the committee's effortsand the imaginative proposals they have contributed to this vital part of a balancedand rounded education. I look forward to the results of further constructive debateon the challenge we face in the social and economic climate of a new century.
Foreword by the Rt. Hon Chris Smith MP, Secretary of Statefor Culture, Media and Sport
The opportunities to explore the best of contemporary culture and to expressindividual creativity are two vital components of any education system committedto developing the full potential of all its pupils. They also play an essential role innurturing a lively society and a dynamic economy. I welcome the vigorous way inwhich this report addresses these issues and, in particular, the emphasis it placeson developing effective partnerships between schools and the wider community.My Department will be looking at ways of building on its recommendations.
Terms of ReferenceMembership of the CommitteeIntroduction and Summary
Part One: Facing the Future
1 The Challenge for Education 18
2 Creative Education 27
3 Cultural Education 404 Meeting the Challenge 54
Part Two: A New Balance
5 Developing the Curriculum 646 Teaching and Learning 887 Raising Standards 107
Part Three: Beyond the School
8 Developing Partnerships 1209 Funding and Resources 14010 Training People 153
Part Four: A National Strategy
Looking Ahead 168Detailed Recommendations 169
AppendicesA. Patterns of Provision 180B. Abbreviations, Notes and References 197C. Acknowledgements 206D. Research and Consultations 208
Terms of Reference
The National Advisory Committee on Creative and Cultural Education wasestablished in February 1998 by the Secretary of State for Education andEmployment, the Rt. Hon David Blunkett MP and the Secretary of Statefor Culture, Media and Sport, the Rt. Hon Chris Smith MP. Our terms ofreference were:
To make recommendations to the Secretaries of State on the creative andcultural development of young people through formal and informaleducation: to take stock of current provision and to make proposals forprinciples, policies and practice.
This report makes recommendations for provision in formal and informaleducation for young people to the age of 16: that is, to the end ofcompulsory education. Our inquiry coincides with the Government's reviewof the National Curriculum. This report includes specific recommendationson the National Curriculum. It also includes recommendations for a widernational strategy for creative and cultural education.
4 Terms of Reference NACCCE Report
Membership of the Committee
Professor Ken Robinson (Chairman), University of WarwickProfessor Lewis Minkin (Vice-chair), Sheffield Hallam UniversityProfessor Eric Bolton CB, Formerly Senior Chief InspectorDawn French, Actor/ComedianLindsey Fryer, Vice-chair, Engage The National Association of Gallery EducationProfessor Susan Greenfield, University of Oxford; Director, Royal InstitutionValerie Hannon, Chief Education Officer, DerbyshireLenny Henry CBE, Actor/ComedianDawn Holgate, Director of Education, Phoenix Dance CompanyDame Tamsyn Imison, Head, Hampstead School, LondonClive Jones, Chief Executive, Carlton TelevisionJudith Kelly OBE, Artistic Director, West Yorkshire PlayhouseProfessor Sir Harold Kroto Kt., FRS, University of SussexSir Claus Moser KCB, CBE, FBA, Chairman, Basic Skills AgencySir Simon Rattle Kt., CBE, ConductorLord Stone of Blackheath, Managing Director, Marks & Spencer plcProfessor Helen Storey, Fashion DesignerCarol Traynor, Head, St Boniface RC Primary School, Salford
Research OfficerMathilda Joubert
Administrative OfficerLynn Green
ObserversDepartment for Education and EmploymentJohn Connolly (from August 1998)Julian CritchleyJanet DawsonTeresa Downing (to August 1998)
Department for Culture Media and SportTony Dyer (from December 1998)Patrick Fallon (to November 1998)David Fawcett (to November 1998)Allan Ferries (from December 1998)
Office for Standards in EducationPeter Jones HMI
Qualifications and Curriculum AuthorityTony Knight
Teacher Training AgencyAngela Walsh
7Membership of the Committee NACCCE Report 5
Our aim must be to
create a nation wherethe creative talents ofall the people are usedto build a trueenterprise economy forthe twenty-firstcentury where wecompete on brains, notbrawn.
The Prime Minister,the Rt. Hon Tony BlairMP
...we cannot rely on asmall elite, no matterhow highly educated orhighly paid. Instead weneed the creativity,enterprise andscholarship of all ourpeople.
Rt. Hon DavidBlunkett MRSecretary of State forEducation andEmployment
We must change theconcept of creativityfrom being somethingthat is 'added on' toeducation, skills,training andmanagement andmake sure it becomesintrinsic to all ofthese.
Rt. Hon Chris SmithMP, Secretary of Statefor Culture, Mediaand Sport
Introduction and Summary
The Purpose of this Report
In 1997, the Government published its White Paper, Excellence inSchools. It described education as a vital investment in 'human capital' forthe twenty-first century. It argued that one of the problems in education isthe low expectations of young people's abilities and that it is essential toraise morale, motivation and self esteem in schools. The main focus of theWhite Paper was on raising standards in literacy and numeracy. But