my expressive arts research

if you fancy a nosey ill post it here. feel free to comment on anything you agree with/disagree with etc.

but please dont take any of my work without asking - not that i really think anyone would want to lol

There are a great number of skills that pupils will learn through expressive arts that are also a benefit to society in general. Physical Education teaches children about fitness, control, stamina, nutrition and what they can do to help look after their bodies. “Physical education should provide all children with opportunities to develop life-long positive attitudes to health and fitness” (5-14 document 1992 page 3) With the currently high number of people in the UK who are obese or over weight then this is an extremely useful and worthwhile educational area to have. “In the <st1:country-region><st1:place>UK</st1:place></st1:country-region> 66% of adults are now overweight or obese. Obesity is also rising among children, in the past then years obesity among six year olds has doubled (to 8.5%) and trebled among fifteen year olds (to 15%).” (R Hicks 2005 page1) Physical education does not just promote physical health, it can play a part in helping with mental health, as exercise is a good stress reliever as it increases serotonin production, a lack of which can cause depression. Emotional well-being can also be fostered through the relaxing qualities of music and art. All four of the expressive arts areas encourage children to be active participants and ask questions, rather than being passive. For example by discussing their views and opinions of a piece of art work, and asking why others feel differently about it, this means children have developed skills in becoming more tolerant of others ideas, beliefs and feelings. These are skills which would be useful in any work place. The expressive arts also aim to help children develop confidence in problem solving and sharing their views. The attainment outcomes for expressive arts look to give children opportunities in using materials, techniques, skills and media, expressing feelings, ideas thoughts and solutions and evaluating and appreciating. These are skills that in the work place would be of great benefit. Expressive arts benefit society in general by encouraging children to consider moral and ethical issues, for example by role play in drama. Difficult issues can be explored deeply through drama and encourage young people to empathise with others. Society can see children who through the expressive arts have developed communication skills, verbal and nonverbal, and self concept. “The expressive arts aid both written and spoken communication and enhance social development.” (Huntinger, P. 2004 page 1)<o:p></o:p>


In conclusion it can be clearly seen that where children are allowed the opportunity to participate in all of the expressive arts then there are huge benefits to the child’s emotional, social and physical development, not only through the expressive arts alone but also when learning is linked to other curricular areas. It has also been shown the personal disadvantages, which children can suffer, when not given the chance to participate in these, with confidence, discussion and expression skills all at risk. It is therefore highly beneficial to society when children have had an education that includes the expressive arts, as they are much better equipped to communicate, collaborate, deal with difficult issues that may arise and look after their physical and emotional well-being for life.

There are many ways in which children may be disadvantaged if they are not provided with the opportunity to join in with expressive arts.



On one of my placements I had a primary five class in a school situated in a very disadvantaged area, the majority of the class were very challenging to work with and often very loud, talking almost continually throughout all lessons. In this class there was a pupil who was very shy, she was often absent from school and as a result of this she did not appear to have any strong friendships within the class and was often teased by the others. However when she took part in drama lessons she would completely change, and she would take the role of the team leader. In drama lessons this class would sit and watch others interpretations much better than they would listen in a classroom, this meant this girl was able to put across her views and opinions in a setting where she felt comfortable and able too talk. Without regular drama lessons this child would not have had the opportunity to work with her classmates in this way.



Children who do not have regular drama experience are missing out on being able to work in this environment. Also without drama children are missing out on the chance to explore and discuss why people may behave in certain ways, and look deeper into issues than they may do by reading a book on the topic. For example by using the drama tool of “hot seating” a character, children can work together to explore the reasons why this character may think or act in a certain way, which promotes understanding and consideration of others. “By learning through the arts, students are engaging with ideas rather than reporting on them.” (Goldberg 1997 Page 63)





Pupils who are not given opportunities to work with music on a regular basis are being put at a disadvantage, apart from the enjoyment and emotional stimulus music offers, for example for relaxation, then there are unlimited situations where music can enhance a child’s learning across other curricular areas.



Children who are dyslexic can often have problems with number work and writing and reading these numbers can be confusing and frustrating. When children are not provided with the opportunity to explore these numbers through another way than written work they are being put at a disadvantage. Maths work such as counting, patterns, cardinality and ordinality can all be taught or reinforced from rhymes and songs. Using beat, rhythm and repetition then children would be able to learn a lot from music that could help them in maths, and this is true of music and other curricular areas. “Unity of teaching and learning occurs because of the vibrant interaction of the arts disciplines which are strengthened when collaboration and mutual support for, and, from, other curriculum subjects takes place.” (Bloomfield and Childs 2000 page 1)





Young children are very tactile and will enjoy learning through experimenting with instruments or paints, without the opportunity to do this, children are not being allowed to learn at their own pace through exploration. In my nursery placement I often saw children at the collage table producing work that they would then be keen to discuss, one child made a television. She had made the screen silver and put various buttons on the front with a wire made from string at the back. She then asked me what these things were called, as she had seen them in her own house and could clearly create a model of them but did not know their names of uses. Without this collage table children would not have been so well equipped to make models and therefore would have missed out on that valuable learning opportunity. “Children develop understanding in many different ways but they learn best in an environment where they feel safe, secure, confident and have opportunities for enjoyment. Children deepen awareness of themselves as learners by planning, questioning and reflecting. They consolidate this learning when they have the time and space to engage in activities in depth. They develop theories through investigation, first-hand experience, talk and play.” (3-5 curriculum framework 2002 page 3)



Art helps children to develop their hand eye coordination and motor skills from pencil control, using small tools, cutting and sticking. In being denied the opportunity to learn though art children may be behind in developing these skills. Similarly children who don’t participate in regular physical education lessons are being disadvantaged as they are not being given the chance to develop their gross motor skills. These skills are essential to the team and solo sports, for example kicking in football, throwing and catching in netball or running in the best position for relay races.



Children not participating in physical education are missing out on the emotional and physical benefits of playing such sports to the best of their ability. As is common to other expressive arts areas then without being allowed to join in with physical education children are losing chances to develop team work and negotiation skills. Without the expressive arts children are being denied the opportunity to develop their skills of interaction with classmates and the teacher, as expressive arts would provide an ideas setting for this to take place

References<o:p></o:p>

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Bloomfield, A. and Childs, J. (2000). Teaching Integrated Arts in the Primary School, Dance, Drama, Music and the visual Arts. <st1:country-region><st1:place>Great Britain</st1:place></st1:country-region>: David Fulton Publishers Limited.<o:p></o:p>

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Goodberg, M. (1997). Arts and learning. <st1:State><st1:place>New York</st1:place></st1:State>: Longman. <o:p></o:p>

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Hicks, R. (2005). http://www.bbc.co.uk/health <o:p></o:p>

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Huntinger, P. (2004). http://www.wiu.edu/ectiis/sample/samexartws.html <o:p></o:p>

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Oliver and Boyd. (1990). The NCC Arts in Schools Project, The Arts a Curriculum Framework. <st1:place>Essex</st1:place>: Longman Group plc.<o:p></o:p>

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Scottish Executive. (2002) A Curriculum Framework for children 3 to 5. <st1:country-region><st1:place>Scotland</st1:place></st1:country-region>: Learning and Teaching <st1:country-region><st1:place>Scotland</st1:place></st1:country-region>. <o:p></o:p>

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SOED. (1992). National Guidelines: Expressive Arts 5-14. <st1:City><st1:place>Edinburgh</st1:place></st1:City>: SOED.<o:p></o:p>

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Bibliography<o:p></o:p>

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Best David. (1985). Feeling and Reason in the arts. <st1:City><st1:place>London</st1:place></st1:City>: George Allen and Unwin.<o:p></o:p>

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Bloomfield, Anne (Editor). (1985). Creative and aesthetic education. <st1:City><st1:place>Hull</st1:place></st1:City>: <st1:place><st1:PlaceType>University</st1:PlaceType> of <st1:PlaceName>Hull</st1:PlaceName></st1:place>.<o:p></o:p>

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Jalongo, M. (2003) http://www.acei.org/creativepp.htm<o:p></o:p>

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Redfern, H.B. (1986). Questions in aesthetic education. <st1:City><st1:place>London</st1:place></st1:City>: George Allen and Unwin.<o:p></o:p>

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Smith, K. (2004) http://www.ltscotland.org.uk/earlyyearsmatters/ previousissues/issue5/artsplay.asp<o:p></o:p>

[Ruthierhyme]

Excellent Eilidh thankyou for sharing that ... I agree completely that without access to all manner of expressive facilities we would be failing to provide valuble opportunities for our children and indeed (perhaps with mistaken less importance) to adults/staff members as well !!

What qualification did you write this for ?

Thanks for including the supporting quotes/references ... if there were one thing you forgot though ... your copyright mark where applicable lol

CopyrightYOURNAME©YEAR

was for my B.Ed Primary education

(4yr primary teaching degree)

which ive just dropped out of with months 2 go :blush: LOL everyone says im mad but i sooo didnt want to be a teacher and was getting myself so stressed out. i have one more assigmnet to do and ill get a BA degree instead, so thats fine im happy with that.