Arts and culture education ‘Content and outcomes in Scotland‘ Education Scotland September 2013

1. Arts and culture education ‘Content and outcomes in Scotland‘Education ScotlandSeptember 2013

2. 1) How do secondary schools in • Scotland choose the content for • their arts and culture education?

3. “Today’s learners are no longer the people our educational system was designed to teach” (Marc Prensky)

4. Curriculum for Excellence (CfE) • approach to changing the national curriculum in Scotland • transformation in education by providing a coherent, more flexible and enriched curriculum • “totality of experiences” • shaped and owned by those who will put it into practice

5. The four capacities of CfE • successful learners • confident individuals • responsible citizens • effective contributors

6. UNESCO • learning to know • learning to do • learning to live together • learning to be • UNESCO Task Force on Education for the Twenty- • first Century

7. Expressive arts curriculum area includes: • Art and design • Dance • Drama • Music

8. Entitlements • continuous opportunities to develop skills for learning, skills for life and skills for work • most “experiences and outcomes” up to the end of third level (Es and Os) • a broad general education (BGE)

9. Experiences and Outcomes (Es and Os)

10. Fourth level • Fourth level experiences and outcomes provide a basis for more • advanced study and further scope for depth, challenge, • enjoyment, personalisation and choice. (All areas) I have experienced the energy and excitement of presenting/performing for different audiences. EXA 4-­01a (Dance) I can select ideas from a range of stimuli to choreograph dance motifs in creative ways. EXA 4-­09a

11. Principles and practice • essential reading for practitioners; inspiration and power of the arts • sets out the purposes of learning in the expressive arts • a starting point for planning • creating, presenting and evaluating and appreciating

12. Principles of curriculum design • Challenge and enjoyment • Breadth • Progression • Depth • Personalisation and choice • Coherence • Relevance

13. 2) On what basis (theory, skills, • competences like creativity, development • of knowledge and understanding) do • teachers, school leaders or education • developers make their choices for content • and quality in their curriculum?

14. The four capacities of CfE: • successful learners • confident individuals • responsible citizens • effective contributors

15. Successful learners … • who can express themselves, think innovatively, • meet challenges positively and find imaginative • solutions to problems and who have developed • knowledge and skills related to the different arts • and broader skills such as the use of technologies.

16. Confident individuals … • who have developed self-awareness, self- • discipline, determination, commitment and • confidence through drawing on their own ideas, • experiences and feelings, and through successful • participation.

17. Responsible citizens … • who can explore ethical questions, respond to • personal and social issues, and develop stances • and views, who have deepened their insight and • experiences of cultural identities and who have • come to recognise the importance of the arts to the • culture and identities of Scotland and other • societies.

18. Effective contributors … • who can develop and express their creativity, • work cooperatively and communicate with others, • and in so doing, show initiative, dependability, • leadership and enterprise.

19. Practitioners are asked to draw upon a skilful mix of approaches to promote a climate of creativity and innovation, including: • active involvement in creative activities and performances • tasks or performance opportunities which require a creative response • opportunities to perform or present to an audience • partnerships with professional performers or artists and other creative adults • raising awareness of contemporary culture and connecting with young people’s experiences • appropriate, effective use of technology • building on the principles of Assessment is for Learning (AifL) • both collaborative and independent learning • establishing links between the expressive arts subjects and with the wider curriculum • opportunities to analyse, explore and reflect.

20. Assessment • In assessing the quality of learning in the expressive arts, • practitioners will focus on learners’ skills and abilities to • express themselves through: • Creating • Presenting • Evaluating and appreciating

21. 3) Do they focus on certain disciplines, on the crafts • within the disciplines, on multi-discipline activities • or coherence with other subjects?

22. Expressive arts framework • presentation and performance across the arts, then • discrete subject areas – • Art and design • Dance • Drama • Music • Practitioners focus on providing experiences and • developing learners’ practical skills

23. 4 contexts for learning • the ethos and life of the school as a community • curriculum areas and subjects • interdisciplinary projects and studies • opportunities for wider achievement

24. Interdisciplinary work • e.g. collaboration with technologies subjects in the study • and application of design processes • e.g. collaboration across the arts in film making or school • productions (plays, musicals)

25. Delivering the curriculum through expressive arts Pilrig Park School, Edinburgh

26. Responsibility of all • Literacy • Numeracy • Health and wellbeing

28. 4) What is the impact from learning in • expressive arts?

29. Impact • learners : • develop knowledge, understanding and appreciation of contemporary and historical arts • enjoy numerous and diverse opportunities to contribute to, reflect on and respond to the arts

30. develop lifelong appreciation of, and participation in, expressive arts and cultural activities • can express themselves in innovative, motivating ways, and experience enjoyment and enrichment in their lives • apply their creative skills to produce and perform more complex pieces of work and to recognise creativity and skill in the work of other people

31. Disengaged learners • Learning in arts education plays a large part in • building confidence in learners, including learners • who are often disengaged with all other learning.

32. 6) Why do teachers teach what • they teach?

33. Influences • curriculum based entirely on the tenets of Curriculum for Excellence • practitioners’ own skills, interests and specialist areas • learners’ strengths and interests • available resources, including access to arts professional and organisations

34. 7) What are the outcomes and content • delivered by expressive arts?

35. Broad general education (BGE) • “Experiences and Outcomes in the Expressive Arts” (3-15) • “totality of experiences” • 4 contexts for learning • development of the 4 capacities

36. The senior phase • build progressively on the 3-15 broad general education • progress in their learning towards a positive destination after school • accredited through awards from the national examining body, the Scottish Qualifications Authority (SQA) • development of the 4 capacities

37. www.educationscotland.gov.uk