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8. increasingly recognised though research and policy. The creative industries are often quoted in support of the economic case of the arts. This broader field of community education and outreach work is evidence of its social significance. We attach great importance to these programmes and initiatives and see vital roles for them in achieving the objectives set out in this report. Life Options Opt for Art is the flagship project of Engage, the National Association for Gallery Education. Whereas art galleries had succeeded in attracting large numbers of primary schools to visit exhibitions, very few pupils at Key Stage 3 were visiting galleries as an organised part of the curriculum in secondary schools. A pilot scheme was organised in eight schools in 1995 that aimed to give pupils in Year 9 an inspirational experience of art to coincide with discussions they would be having with parents and teachers about their option choices at Key Stage 4 and GCSE. The experience of art was to include a visit to an art gallery and work with an artist. Between 1998 and 2000 it will work with pupils in Year 8 and Year 9 in ninety schools. The project hopes to generate special, hopefully inspirational, experiences of real art and artists outside of school and, in doing so, promote art as a valuable life option for young teenagers. Possibly as many as 18,000 pupils will benefit directly from Opt for Art in the current phase of work. The project has thus far been developed in Wales, but is now being extended to England. Information provided by Opt for Art


The roles of schools in partnerships are twofold. First, the ethos of the school itself can be enormously enriched through the involvement of the wider community. Second, schoolsÕ own resources can be of tremendous benefit to the community at large. Schools have much to offer in terms of the experience and expertise of staff and their own specialist facilities and resources, including laboratories, sports halls and performing arts facilities. Creative schools can contribute significantly to the social and economic development of the whole community. Significant sums of public money are invested in schools. The return on this investment is less than it might be because many schools are closed more than they are open. Creative partnerships between school, business and the wider community are already taking place in many areas. We need to identify and build on existing good practice to develop a national strategy of creative partnerships.

Developing Partnerships

NACCCE report


ken robinson et al 1999_all our futures  

All Our Futures: Creativity, Culture and Education Report to the Secretary of State for Education and Employment the Secretary of State for...