All Our Futures: Creativity, Culture and Education

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A summary of All Our Future: Creativity, Culture and Education has been published by the National Campaign for the Arts - September 2000. It is being distributed by a range of organisation because they believe the arguments and recommendations need to be more widely debated. The DfEE/DCMS response to the report is available on the DCMS webstie - press release 14.1.00.

The National Advisory Committee on Creative and Cultural Education report, All Our Futures: Creativity, Culture and Education calls for the promotion of the creative development of pupils and the encouragement of an ethos which supports and values cultural diversity. It argues that creativity will be increasingly important to businesses and the economy in the next century and that the school curriculum will need to reflect this.

The Committee was chaired by Professor Ken Robinson of the University of Warwick, and its members included the conductor Sir Simon Rattle, comedians Dawn French and Lenny Henry, West Yorkshire Playhouse Director Jude Kelly, and Nobel prize-winning scientist Professor Sir Harry Kroto and Lord Stone of Blackheath.

The report's key recommendations are that:

Other suggestions in the report include:

Case study from the report

Stories that sing Over the 1998 summer term Children's Music Workshop ran a pilot for a three-year project to explore ways of using creative class music to enhance Key Stage 2 children's understanding of the use of language.

The pilot in three Tower Hamlets primary schools, combined composition, storytelling and performance and encouraged the teachers to link the work with the literacy programme. Two of the schools have 99.9 per cent Bengali intake and the third school has an 80 per cent Bengali intake. The children in each of the school were alert, attentive and highly motivated by the project. All of them participated, often to the surprise of their teachers, throwing themselves into the work with real enthusiasm. The pilot began with a workshop for the class teachers , to give a taste of the work that would be done by the children, this was followed by eight weekly sessions with each class, culminating in a performance by each class to the rest of the school. To stimulate the children's imaginations, the projects focused on wishes, a drawing a 'magic' hat and mat.

The children worked in small groups to create poems, verses and stories that they developed into whole-class songs and instrumental pieces. There were considerable differences between the school and the teachers in terms of their experience and attitude to music, although all of them embraced the project with energy and enthusiasm. The pilot was considered by the teachers, headteachers and musicians to have been very successful. All the teachers want to continue to be involved, the children are hugely enthusiastic, and the musicians found it exciting and stimulating.

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