Creative Arts

Creative arts

An ever broadening amount of research has shown the importance of the creative arts in education both as an intrinsic part of human development/aesthetic and in an instrumental capacity for learning across all key learning areas in the curriculum (Ewing, 2012). So much is the importance of the arts recognised, it is regarded as a universal human right by UNESCO (Roy, Baker &Hamilton, 2015). The development and implementation of effective pedagogy for creative arts is evidently vital and the five areas covered in the Australian curriculum, Drama, Dance, Media Arts, Music and Visual Arts ("ACARA - The Arts", 2017) are the foundational subjects for creative learning.

The rise of creative arts and its potential in learning has only really taken off in the last three decades (Ewing & Gibson, 2015).  Arts proponents argued that the arts would have instrumental advantages towards student learning and economic growth (Ewing & Gibson, 2015). With tangible advantages towards other areas of learning such as findings that sustained student engagement in art subjects has a correlation with higher success in mathematics and reading, policy makers were able to accommodate more arts based learning into curricula (Ewing & Gibson, 2015). It has also been found that students engaged in creative arts have better marks over all subjects, stay in class longer and have increased motivation to learn (Roy, Baker & Hamilton, 2015).

It is important to note however, that it is not in anyone’s best interests to only view the creative arts in relation to or just as a supplement to any other key learning area (Ewing & Gibson, 2015).  The arts bring unique qualities and opportunities to education yet there is still a problematic discourse of how the arts improve other areas just to justify itself as a standalone in the curriculum (Ewing & Gibson, 2015). These unique qualities can be found in schools where creativity and holistic learning are key objectives.

Schools that are dedicated to fostering creativity through the arts will have three main aspects covered (Craft, Clemin, Hay & Clack, 2014). The physical environment must be utilised through its space and surrounds, provision of varied resources both technological and otherwise, excursions outdoors and to appropriate attractions or public spaces like galleries or parks (Craft, Clemin, Hay & Clack, 2014). The pedagogical environment will be one where students are encouraged to participate in activities that are play-based, they will be encouraged to foster agency, they will have more control and freedom with a less rigid structure, encouragement of student/teacher dialogue, collaboration and teamwork (Craft, Clemin, Hay & Clack, 2014). Finally, the school will have adequate partnerships to the outer community through local business and sports teams etc (Craft, Clemin, Hay & Clack, 2014).