The arts in education are currently the subject of considerable
controversy. Some people argue that fostering creativity in schools
is important; that the arts can provide a substantial contribution
to the development of the capacity for creative thought and action;
and that therefore the arts should be well represented at all
levels of the school curriculum. Some argue that the education
system, in fact, leaves pupils incomplete, stultified and
uncreative. Others argue that it is the processes of teaching and
learning in the arts which are at fault because they are too
passive. This book surveys the different sides of the debate and
goes on to report on original research which examines just how the
arts are taught in schools. It thereby makes a considerable
contribution to the debate which has hitherto been incomplete due
to a lack of evidence.
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