10. enough to be used for arts-related training Ă‘ the priorities for specialist teaching in primary schools, for enhanced subject knowledge for primary teachers, and for teaching early years children and 14 to 19 year-olds. However, analysis of the funding bids for the three years 1998-1999 to 2000-2001 shows that of the 79 institutions bidding for TTA funds, 33 were successful Ă‘ of which eight intended to run a range of award-bearing INSET or CPD courses of course modules in the arts. Only about one per cent of the estimated student numbers for all the TTA-funded courses at the 33 institutions are allocated to courses or modules on art, music, dance or drama. 301.
Just as schools have a responsibility towards their pupils to provide a broad and balanced school curriculum, headteachers and senior management teams have a responsibility towards their teachers to provide a broad and balanced programme of CPD. We need a teaching force which recognises and promotes creative and cultural education. Earmarked funding through the standards fund for training courses in thinking skills, creative thinking and creative teaching in all subjects would ensure that the importance of creative and cultural education will not be overlooked in the continued professional development of teachers. It is equally essential that initial training and CPD provides fully for training teachers to address issues of multiculturalism and of antiracism in all disciplines. The arts, in particular, are regularly absent from the categories eligible for grant aid that embraces the professional development of teachers through the Standards Fund and the TTA INSET funds. They therefore have to operate by stealth through other areas.
It seems crucial that initial teacher training for all teachers includes a focus on education in a multi-ethnic society, and that all teachers receive training that equips them to teach in a context of linguistic diversity, able to use basic strategies for developing English as an additional language across the curriculum. Blair et al 1998
Adults Other than Teachers The Training of Artists 302
Visiting artists and others have enriched the curriculum in hundreds of schools, and for thousands of young people. Supporting their involvement in education and providing appropriate training is essential. From a training point of view these programmes are in double jeopardy. The training of primary school teachers no longer carries a requirement for sustained work in the arts. The training of artists does not usually include any reference to education. The training of artists is predominantly focused on particular conceptions of
To be a performing artist in Britain in the next century, you have to be an educator too.
Training People
NACCCE report
Sir Simon Rattle
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