The Arts in the Curriculum: Exploring Links Between Creativity and Improved Literacy
This dissertation makes a case for and presents evidence to support a more arts-based curriculum in primary schools across the UK.
An overview of the current findings about the educational system in England is given. Learning will be defined and explored, and ways in which students can maximise their learning opportunities are analysed.
Similarly, literacy, art and music will be explored. How we convey and receive meaning will be discussed.
Case studies will be examined, conducted through interview, conversation and research, selected due to their current excellent practice in primary schools. Some of these studies are from schools of varied demographic in numbers on roll and cultural diversity. Others are from a county education service where children’s skills in literacy have been shown to have improved through learning, teaching and engaging with art and music directly, and where an arts-centred curriculum is central. Ofsted judgements, national tests, external assessments and increased uptake in approaches evidence this excellent practice and successful outcomes.
In conclusion, arguments will be detailed for an arts-centred curriculum that embraces specific approaches to learning and teaching. These will be demonstrated as being necessary in order to maximise the potential of all students, and particularly to improve skills in literacy.