How could expressive arts sessions relate to the four purposes of the curriculum (Donaldson, 2015)?

Hello Education Bloggers! Today I will be exploring how expressive art sessions will relate to the four purposes of the curriculum proposed by Donaldson (2015). Expressive arts are not new to the curriculum and are very commonly seen prioritised in early years since it is a way for children to express emotion through different forms, for example, drawing, rather than speaking or writing (Bamford, 2009; Dixon and Chalmers, 2012). This could be because research has shown that teaching the curriculum through the arts can enhance overall academic achievement and promote positive cognitive transfer (Banford, 2009). Within the New curriculum, Donaldson has made expressive arts one of the six components of the areas of learning, which however, is new to the curriculum (Donaldson, 2015).  He explains that within this area of Learning and Experience children may display skills and confidence in performance and extend the capacity to use digital media in creative ways (Donaldson, 2015). For Expressive arts to be made a main area of learning and experience, it indicates that this is an important subject that needs to be integrated regularly into the curriculum and the learning outcomes are likely to help achieve the four main purposes of the curriculum (Donaldson, 2015). However, Barrie (1986) highlighted that until expressive arts are seen as having central concerns with the development of the mind then its status within the curriculum and within educational theory and practice, it will remain precarious and its central role within the curriculum cannot be justified (Swanwick, 1988). This research was conducted in 1986 and many developments within education have progressed towards understanding the importance wellbeing and brain development have within education. If one of the major functions of education is to develop children’s cognitive ability and expressive arts allows children to develop emotions, can constitute as a form of cognition, then surely education can only be enhanced by taking emotion into serious consideration which supports expressive arts being a worthy area of the curriculum (Barrie, 1986; Shucksmith et al, 2007; Donaldson, 2015). Since expressive arts are concerned with expression of emotions and learning I want to further investigate the relationship between this area of the curriculum with the four purposes shown below. 

(Ray, 2017).

To be an ambitious, capable learner: ready to learn throughout their lives involves, confidence when explaining ideas and concepts, independence when researching and dedication when setting themselves high standards when completing work (Donaldson, 2015). A typical Expressive art session can entail an area of performance or display of learning which ignites opportunities for students to foreshow their logical and cognitive understandings through creative, multi-modal and experiential capacities (Gardner, 2011). Art is unique and to make an idea come alive or piece of art come together requires a lot of time that shows ambition and Donaldson states expressive arts requires perseverance and close attention to detail. Sections of the Expressive art area of learning cannot be taught but only encouraged, which can be done through visits to galleries, since it involves the pupil expressing their own thoughts and emotion, which indicates independent learning (Donaldson, 2015; Nutbrown, 2013). However, this is not always the case since collaboration can connect ideas making unique creations which a teacher cannot provide since all the pupils work would be invariable, therefore the teacher can only provide opportunities for expressive arts to take place (Donaldson, 2015; Straw, 1993). This might seem difficult since many people consider art sessions to take the ‘afternoon’, however, working cross-curricular means that during the end of a literacy-based session, pupils can read or display the work they have completed to their peers which will develop self-confidence and display their cognitive development (Donaldson, 2015). Although, this may be difficult to achieve since many children develop confidence over time. Allowing opportunities for expressive art-based learning will be more benefical for pupils that are shy which is important since studies show children today have less confidence than those of 1976 (Galton et al, 1999; Davies, 2003). However, this study was carried out in 1999, therefore this might have changed in the last few years and is likely to change greatly with the implementation of expressive arts into the curriculum (Donaldson, 2015). 

Ethical informed citizen: ready to be citizens of Wales and the World entails understanding of cultural issues and history about how Wales has developed as a country but also understanding of global issues that they are possibly having or could have an impact on in the future (Donaldson, 2015). Expressive art allows many opportunities for pupils to collaborate with others and share ideas (Dixon and Chalmers, 2012). Collaboration allows children to develop understanding about different cultures and ways of life since the NACCCE (1999, cited in Martin and Hussain, 2015) states that the arts offer many opportunities for children to learn by engaging within the surrounding communities and people. Therefore, teachers can increase partnerships with local organisations that develop children’s understanding about issues within the world and Wales which can often be conducted through an expressive arts session. For example, in my previous placement we went on a school trip to the beach where we discussed different species living within that environment and during this trip we discussed litter and environmental issues. One group of children used this when creating their beach art display which included bits of litter left on the beach to show how this can destroy wildlife. This activity not only gave children awareness of current climate issues but allowed them opportunities to display their emotions and thoughts through expressive art. With the use of digital technologies children can also learn how to have a bigger impact on the World through social media, although this needs to be monitored at all times due to the dangers of technology, for example, children not being critical and accepting any information as true (Gelh, 2012; O’Keeffe et al, 2011) This also gives children access to understand the issues taking place in the World but also research how different communities are having an positive or negative impact on them which importantly develops their digital communication skills through community engagement  (O’Keeffe et al, 2011). 

Enterprising, creative contributors: ready to play a full part in life and work is another purpose of the curriculum that requires confidence, creativity and collaboration (Donaldson, 2015). This purpose is all about setting children up ready for the life of work and fulfilment. For example, providing them with rich contexts and challenges that enable the development of skills needed to go into their chosen careers but also provide them with varied experiences that will spark their interest that can create lasting cognitive effects, for example, dancing, which they can continue do in their spare time (Donaldson, 2015; DeWitt and Storksdieck, 2008). Teachers need to plan opportunities for pupils to be motivated to construct their own learning and become critical and creative learners with confidence since research suggests children will not function creatively if an activity is uninteresting or not meaningful (Martin and Hussain, 2015; Torrance, 1972). Imagination and creativity can contribute greatly to a child’s learning and can be done through expressive arts and design experiences (Jalongo, 1990; Martin and Hussian, 2015). This can spark new ideas towards inventions that can solve future problems or have major impacts on people’s daily lives just like the world wide web did in 1990 (Andrews, 2013). 

Expressive art can have the most significant influence upon the Healthy confident individual: Ready to lead fulfilling lives as valued member of society, purpose of the curriculum (Donaldson, 2015). This is because expressive arts are known to be used as a therapeutic method which has been shown to positively affect the healing process and provide children with aspirations to better understand collective dreams that will make them feel content in life (Rice et al, 2016; Green and Drewes, 2013). This is vital within today’s education because this will have a major positive impact on health and wellbeing since children can use the sessions they learn at school, for example, mindfulness or drawing skills, in order to destress from happenings at home or school (Saltzman and Santorelli, 2014; Carsley, Heath and Fajnerova, 2015). This is then likely to improve academic achievement in schools and children’s overall wellbeing which relates to Maslow’s hierarchy of needs theory since children will not be able to concentrate if their basic needs are not being met (McLeod, 2007). 

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