Poll on arts for learning - Results
This was firmly established in the UNESCO Seoul Agenda: Goals for the development of arts education (2010), which is the only globally accepted document on arts education. It calls on governments and communities worldwide to increase access to arts education, improve its quality and apply it to solving the world’s social and cultural challenges.
Research shows that one of the best ways to engage students in learning is to incorporate various form of arts in the learning process. Learning through arts is experiential and sensory, which can make it memorable and engaging. It is also creative and interactive, as the artistic process is one of exploration and participation; it includes higher-order skills such as collaboration, critical thinking, imagination, creativity, problem-solving adaptability and self-evaluation. Furthermore, using arts in learning provides students with tangible tools for self-expression and encourages them to discover their interest and pursue solutions to problems.
Cultural Awareness and Expression is one of the eight Key Competences for Lifelong Learning and supports the development of ideas, experiences and emotions in a range of media such as literature and visual and performing arts. Teachers play a crucial role in facilitating students’ attainment and development of this competence. This does not have to be restricted to arts class as it can be integrated in various lessons, from maths to language. Schools can also partner with local art organisations in a formal or non-formal way; collaboration can take shape as visiting artists in the school, artistic workshops in the arts centre, after-school theatre production and more.
What is your view? How much of a priority are the arts in school education? Do you believe students can benefit in the short and long term? Is it a waste of time and resources?
The poll on arts for learning was open on School Education Gateway from 5 June to 15 July 2018 and gathered a total of 516 responses.
Results (N=516)
1. Which forms of arts education are available for students in your school or a school you know of? Select all that apply.
The vast majority of the 516 respondents to the survey indicated that arts education in their school or a school they know of is available in more “traditional” artistic disciplines such as music (74%), drawing and painting (70%) and drama and theatre classes/activities (50%). Approximately one third of respondents said that choir (35%), dance (31%) and crafts (28%) are also offered as arts education, while photography, lessons on specific instruments, film/media, band/orchestra, graphic design, ceramics, fashion design and printmaking are less widely available for students: between 6% and 20% of respondents indicated that they are offered in their school or a school they know.
2. In which other subjects in your school do teachers incorporate/use arts in their lessons? Select all applicable.
Responses to this question show that the arts are already included in various subject lessons, although mainly arts and humanities subjects rather than mathematics and scientific subjects.
Teachers of humanities subjects – foreign languages (60%), history (43%), literature (47%) and native language (39%) – tend to incorporate and use arts in their lessons.
Arts are incorporated in other subjects as well, at least to some extent, as responses indicate that teachers of geography, sciences (both 24%), citizenship (21%), mathematics (19%) and sports (18%) also use arts in their lessons.
Only 9% of respondents stated that the arts are not incorporated at all in other subjects.
3. To what extent do the following statements apply to your school or a school you know of?
- Students are exposed to arts studies (visual arts, music, theatre, dance) often enough as part of the curriculum
- The school provides additional opportunities for students to engage with visual or performing arts (e.g. after-school activities)
- The school often works with artists coming to school or collaborates with arts organisations
- Arts education is a less of a priority (in comparison with other subjects like science, ICT or sports)
Responses to this question reveal differences across schools.
Most respondents felt that students are sufficiently exposed to arts studies as part of the curriculum, with 57% agreeing or agreeing strongly with the statement.
A similar percentage (60%) agreed or strongly agreed that their school provides additional opportunities for engaging in visual or performing arts activities.
Collaboration with arts organisations and working with artists often takes place in 47% of schools, but for 49% it does not.
Although the figures suggest that the arts are thriving in many schools, respondents generally feel that arts education is less of a priority than other subjects, with 60% agreeing or strongly agreeing with the statement.
Across all four statements, a sizeable minority (38% to 49%) disagree or strongly disagree, suggesting that there is perhaps a divide between schools where the arts are encouraged and supported and others where the attitude is less positive towards the arts.
4. In your opinion, which of the following areas can be improved through arts projects? (at most 4 choices)
This question produced a clear view on the main improvements possible by including arts projects in learning, but there was at least some support for every area listed.
Two areas of improvement emerge strongly: general creativity and imagination (70%) and critical and creative thinking skills (51%).
Over one third of respondents indicated that tolerance and appreciation for other cultures and societies (37%), social and cultural development (35%) and sense of achievement and satisfaction (34%) are also areas that can be improved though arts projects.
Fewer, but nevertheless significant numbers of respondents indicated that ability to concentrate (29%) and manual abilities (28%) can also be improved through arts projects.
There was also some support for other areas of improvement: knowledge and understanding of oneself (23%), mental or physical health (22%), knowledge and understanding of society (17%), and transferable thinking and problem-solving skill (16%).
Conclusion
The range of responses to this survey reveals some contrasts in arts for learning.
Most respondents agree that many areas of pupil development can be improved through the use and integration of arts in projects (Q4), and that various forms of arts education are available in some (but not all) schools, from theatre and painting to dance and video (Q1).
On the other hand, there are many schools where arts education tends to be less of a priority in comparison with other subjects (Q3), where there is little after-school arts activity and little collaboration with artists or external arts organisations (Q3).
Moreover, although the arts are often integrated in subjects such as language and history, this is less frequently the case for other subjects (Q2).
Annex: Roles of respondents
