When originally published this was the first book to offer a collective history of all the arts - Art, Drama, Dance, Music, Literature and Film - in the curriculum. It also offers a coherent framework for the teaching of arts which is in line with the best current trends since the Gulbenkian Report of 1982. It insists that the arts, seen together should be an essential part of the national curriculum.

This volume reaffirms the indispensable place of the arts in any coherent curriculum. The author hopes that the specific arguments formulated in the book will advance the conservationist post-Modernist aesthetic.

At once provocative and inspiring, Against the Flow is a work of polemic from an internationally respected writer and thinker on arts education. Peter Abbs argues that contemporary education ignores the aesthetic and ethical as a result of being in thrall to such forces as the market economy and managerial and functional dictates. He identifies the present education system as being inimical to creativity and authentic learning and instead, narrowly focused on the quantitative measuring of results. This absence of a creative and ethical dimension in education has implications for art making in wider society. Art is shown as emerging from, and appealing to, the ironic postmodernist sensibility and mass media-led culture, while being devoid of philosophical significance.
This book opens up a fresh and timely debate about the vital power of creativity in modern education. Drawing on examples from modern poetry, literature and visual art, it is an eloquent and passionate argument for the need to develop ethical and aesthetic energies to confront the growing vacuity of contemporary culture.

Written with both the cultural and moral crisis and the challenge of the future in mind, Peter Abbs's book charts an open, clear, and positive way forward for education. Divided into four sections, the first examines the true and fitting ends of education and outlines a positive conception of education as an initiation into critical enquiry and the personal art of learning. The two middle sections consider aesthetic education. Abbs confronts government approaches to arts teaching and offers an alternative dynamic paradigm within which the creativity of the culture (transmitted down the ages) and the creativity of the individual (seen as biologically given) must be combined. The outcome of this is explored, in detail, in relation to the teaching of literature, creative writing and drama. The final section offers critical appraisals of influential figures in the arts field:;Herbert Reid, the late Peter Fuller and David Holbrook.

Written with both the cultural and moral crisis and the challenge of the future in mind, Peter Abbs's book charts an open, clear, and positive way forward for education. Divided into four sections, the first examines the true and fitting ends of education and outlines a positive conception of education as an initiation into critical enquiry and the personal art of learning. The two middle sections consider aesthetic education. Abbs confronts government approaches to arts teaching and offers an alternative dynamic paradigm within which the creativity of the culture (transmitted down the ages) and the creativity of the individual (seen as biologically given) must be combined. The outcome of this is explored, in detail, in relation to the teaching of literature, creative writing and drama. The final section offers critical appraisals of influential figures in the arts field:;Herbert Reid, the late Peter Fuller and David Holbrook.

This volume reaffirms the indispensable place of the arts in any coherent curriculum. The author hopes that the specific arguments formulated in the book will advance the conservationist post-Modernist aesthetic.

Alongside "Living Powers" and "A is for Aesthetic" this book is intended to establish a conceptual frame for the Arts in Education series. The first and primary aim of this symposium is to put teachers of all the arts in touch with some of the most recent and the best writing on the nature of art by art-makers, educationalists and seminal critics. This in itself is to foster generative conceptions and to promote a sense of connection between the arts. Such an intellectual forum is vital, particularly at the present time when, with the waning of Modernism, there is a real need for new formulations, more comprehensive critiques, a greater awareness of the plurality of artistic conventions and, hence, of expressive possibilities. Each essay both stands alone and belongs to a structured sequential argument uniting the collection.

Alongside "Living Powers" and "A is for Aesthetic" this book is intended to establish a conceptual frame for the Arts in Education series. The first and primary aim of this symposium is to put teachers of all the arts in touch with some of the most recent and the best writing on the nature of art by art-makers, educationalists and seminal critics. This in itself is to foster generative conceptions and to promote a sense of connection between the arts. Such an intellectual forum is vital, particularly at the present time when, with the waning of Modernism, there is a real need for new formulations, more comprehensive critiques, a greater awareness of the plurality of artistic conventions and, hence, of expressive possibilities. Each essay both stands alone and belongs to a structured sequential argument uniting the collection.

When originally published this was the first book to offer a collective history of all the arts - Art, Drama, Dance, Music, Literature and Film - in the curriculum. It also offers a coherent framework for the teaching of arts which is in line with the best current trends since the Gulbenkian Report of 1982. It insists that the arts, seen together should be an essential part of the national curriculum.

At birth Edmund Gosse was dedicated to 'the Service of the Lord'. His parents were Plymouth Brethren. After his mother's death Gosse was brought up in stifling isolation by his father, a marine biologist whose faith overcame his reason when confronted by Darwin's theory of evolution. Father and Son is also the record of Gosse's struggle to 'fashion his inner life for himself' - a record of whose full and subversive implications the author was unaware, as Peter Abbs notes in his Introduction. First published anonymously in 1907, Father and Son was immediately acclaimed for its courage in flouting the conventions of Victorian autobiography and is still a moving account of self-discovery.

A collection of anthologies, resource and reference books, including titles from Oscar Wilde, Mary Shelley, Alex Madina, Jo Phillips and Adrian Barlow.

These two companion volumes provide students aged 14-18 with a practical 'map' of the various literary forms of English. Each volume offers a diverse and imaginative anthology chosen from the whole field of English literature. They aim to encourage students to explore in practical ways the scope, development and uses of form in English. Each chapter offers a wide range of stimulating assignments both for use in the classroom and for personal study. Both volumes are illustrated throughout to provide a full context for the writing which is represented.