In 2012, Michael Rosen published an article advocating for the role of arts in education. Noting its continued relevance, Adam Annand reflects on the use of its original 10 recommendations in current arts education practice.
In 2012 Michael Rosen published an article in the Guardian that set out to make a case for arts education. The political narrative at the time focused on the need for ‘school improvement’ with increased testing, more selection, more homework and more rigorous inspections all towards the goal of climbing up the international league tables! So what was the point of the arts, how could we make the case? Maybe as a tool in the wellbeing agenda, or to feed the workforce needs of the multi-billion pound creative industries, or perhaps it was ‘Art for Arts sake!’ In Michaels article he shifted the debate towards the ‘how’ of arts-education and what makes it worthwhile for the pupils - he centered the arts as a place where ‘humane and democratic educational practices’ could flourish.
I was reading this at a time when I was embarking on the expansion of the Speech Bubbles project from a small local arts-education programme in Southwark schools to a national partnership project. One way of viewing Speech Bubbles is as an outcomes focused practice that supports children with communication needs to build confidence, social interaction and storytelling and narrative skills. These things are all indicators of having improved life chances...Keep reading on Speech Bubbles.
In 2012 Michael Rosen published an article in the Guardian that set out to make a case for arts education. The political narrative at the time focused on the need for ‘school improvement’ with increased testing, more selection, more homework and more rigorous inspections all towards the goal of climbing up the international league tables! So what was the point of the arts, how could we make the case? Maybe as a tool in the wellbeing agenda, or to feed the workforce needs of the multi-billion pound creative industries, or perhaps it was ‘Art for Arts sake!’ In Michaels article he shifted the debate towards the ‘how’ of arts-education and what makes it worthwhile for the pupils - he centered the arts as a place where ‘humane and democratic educational practices’ could flourish.
I was reading this at a time when I was embarking on the expansion of the Speech Bubbles project from a small local arts-education programme in Southwark schools to a national partnership project. One way of viewing Speech Bubbles is as an outcomes focused practice that supports children with communication needs to build confidence, social interaction and storytelling and narrative skills. These things are all indicators of having improved life chances...Keep reading on Speech Bubbles.