DOCUMENT RESUME ED 440 037 SO 031 701 TITLE All Our Futures: Creativity, Culture & Education. SPONS AGENCY Department for Culture, Media, and Sport, London (England).; Department for Education and Employment, London (England). ISBN ISBN-1-84185-034-9 PUB DATE 1999-00-00 NOTE 220p.; Prepared by the National Advisory Committee on Creative and Cultural Education. AVAILABLE FROM DFEE Publication, P.O. Box 5050, Sudbury, Suffolk C010 6ZQ, England. Tel: 0845-6022260; e-mail: [email protected]. PUB TYPE Books (010) Reports - Descriptive (141) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Creative Teaching; *Cultural Education; Curriculum Evaluation; Education Work Relationship; Elementary Secondary Education; Family School Relationship; Foreign Countries; Government School Relationship; National Standards IDENTIFIERS England ABSTRACT This report argues that a English national strategy for creative and cultural education is essential. Three principle objectives are laid out to address this strategy. First, there are important relationships between creative and cultural education for the whole curriculum. Second, teachers must be trained in the most current methods to stimulate student's learning. Finally, the balance of the school curriculum to create partnerships between schools and the world is essential for today's creative and cultural education. The report develops the themes of the challenge for education, 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, for teaching, and for assessment; (3) "Beyond the School" argues for a broad base of partnerships between schools and other agencies and considers issues of resources and training; and (4)"A National Strategy" presents a series of detailed recommendations as a framework for a national strategy. The key message of this report is the need for a new balance: in education; in setting national priorities; in the structure and organization of the school curriculum; in methods of teaching and assessment; and in relationships between English schools and other agencies. 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Department for National Advisory Committee on Creative and Cultural Education Education and Employment National Advisory Committee on Creative and Cultural Education H urmums: Creativity, Cu Rue & Edu.ca.tio Report to the Secretary of State for Education and Employment the Secretary of State for Culture, Media and Sport Foreword Foreword by the Rt. Hon David Blunkett MP, Secretary of State for Education and Employment Creative and cultural education can help raise educational standards by boosting a child's self-confidence and self-esteem. The Government wants to give young people every chance to develop their full potential, to build on their strengths and to believe in themselves. Our cultural heritage, together with creativity through self-expression, offers a way of developing the talent of the individual and their understanding of a diverse and complex world around them. I welcome the recommendations of this report which identify a variety of ways in which we can enable young people to explore their creativity at school and more widely for their future leisure and work opportunities.I am grateful for the committee's efforts and the imaginative proposals they have contributed to this vital part of a balanced and rounded education. I look forward to the results of further constructive debate on the challenge we face in the social and economic climate of a new century. exideudeli DAVID BLUNKETT Foreword by the Rt. Hon Chris Smith MP, Secretary of State for Culture, Media and Sport The opportunities to explore the best of contemporary culture and to express individual creativity are two vital components of any education system committed to developing the full potential of all its pupils. They also play an essential role in nurturing a lively society and a dynamic economy. I welcome the vigorous way in which this report addresses these issues and, in particular, the emphasis it places on developing effective partnerships between schools and the wider community. My Department will be looking at ways of building on its recommendations. CHRIS SMITH 4 Contents Terms of Reference 4 Membership of the Committee - 5 Introduction and Summary 6 Part One: Facing the Future 1 The Challenge for Education 18 2 Creative Education 27 3 Cultural Education 40 4 Meeting the Challenge 54 Part Two: A New Balance 5 Developing the Curriculum 64 6 Teaching and Learning 88 7 Raising Standards 107 Part Three: Beyond the School 8 Developing Partnerships 120 9 Funding and Resources 140 10 Training People 153 Part Four: A National Strategy Looking Ahead 168 Detailed Recommendations 169 Appendices A. Patterns of Provision 180 B. Abbreviations, Notes and References 197 C. Acknowledgements 206 D. Research and Consultations 208 5 Terms of Reference The National Advisory Committee on Creative and Cultural Education was established in February 1998 by the Secretary of State for Education and Employment, the Rt. Hon David Blunkett MP and the Secretary of State for Culture, Media and Sport, the Rt. Hon Chris Smith MP. Our terms of reference were: To make recommendations to the Secretaries of State on the creative and cultural development of young people through formal and informal education: to take stock of current provision and to make proposals for principles, policies and practice. This report makes recommendations for provision in formal and informal education for young people to the age of 16: that is, to the end of compulsory education. Our inquiry coincides with the Government's review of the National Curriculum. This report includes specific recommendations on the National Curriculum. It also includes recommendations for a wider national strategy for creative and cultural education. 4 Terms of Reference NACCCE Report Membership of the Committee Professor Ken Robinson (Chairman), University of Warwick Professor Lewis Minkin (Vice-chair), Sheffield Hallam University Professor Eric Bolton CB, Formerly Senior Chief Inspector Dawn French, Actor/Comedian Lindsey Fryer, Vice-chair, Engage The National Association of Gallery Education Professor Susan Greenfield, University of Oxford; Director, Royal Institution Valerie Hannon, Chief Education Officer, Derbyshire Lenny Henry CBE, Actor/Comedian Dawn Holgate, Director of Education, Phoenix Dance Company Dame Tamsyn Imison, Head, Hampstead School, London Clive Jones, Chief Executive, Carlton Television Judith Kelly OBE, Artistic Director, West Yorkshire Playhouse Professor Sir Harold Kroto Kt., FRS, University of Sussex Sir Claus Moser KCB, CBE, FBA, Chairman, Basic Skills Agency Sir Simon Rattle Kt., CBE, Conductor Lord Stone of Blackheath, Managing Director, Marks & Spencer plc Professor Helen Storey, Fashion Designer Carol Traynor, Head, St Boniface RC Primary School, Salford Research Officer Mathilda Joubert Administrative Officer Lynn Green Observers Department for Education and Employment John Connolly (from August 1998) Julian Critchley Janet Dawson Teresa Downing (to August 1998) Department for Culture Media and Sport Tony Dyer (from December 1998) Patrick Fallon (to November 1998) David Fawcett (to November 1998) Allan Ferries (from December 1998) Office for Standards in Education Peter Jones HMI Qualifications and Curriculum Authority Tony Knight Teacher Training Agency Angela Walsh 7 Membership of the Committee NACCCE Report 5 aQ Our aim must be to Introduction and Summary create a nation where the creative talents of all the people are used The Purpose of this Report to build a true enterprise economy for 1:1 In 1997, the Government published its White Paper, Excellence in the twenty-first Schools. It described education as a vital investment in 'human capital' for century where we the twenty-first century. It argued that one of the problems in education is compete on brains, not the low expectations of young people's abilities and that it is essential to brawn. raise morale, motivation and self esteem in schools. The main focus of the DU White Paper was on raising standards in literacy and numeracy. But this The Prime Minister, will not be enough to meet the challenges that face education, and the the Rt. Hon Tony Blair White Paper recognised this. It also said: MP If we are to prepare successfully for the twenty-first century we will have to do more than just improve literacy and numeracy skills. We aQ need a broad, flexible and motivating education that recognises the ...we cannot rely on a different talents of all children and delivers excellence for everyone. small elite, no matter how highly educated or It emphasised the urgent need to unlock the potential