How could expressive arts sessions relate to the four purposes of the curriculum?

Hello Bloggers! This is my last blog of the year, time has flown by don’t you think? I’m going to keep this blog short and sweet!

To begin, I’m going to discuss what the term “expressive arts” actually means. Expressive arts are a combination of “visual arts, movement, drama, music, writing and other creative processes to foster deep personal growth and community development” (Bergin Learning Arts, 2018).

Pupils will have the opportunity to develop their creative, artistic, and performance skills. The pupils will be encouraged to explore thinking, refine, and communicate ideas, demonstrate engaging thinking, and use their imagination and senses creatively. They will also explore issues of personal and cultural identity (Donaldson, 2015). Expressive arts will be carried out through multiple lessons such as; art, dance, drama, music, film, and digital media.

Within the Foundation Phase expressive arts consists of exploratory play, whilst using the arts. According to Bergin Learning Arts (2018), a child’s social, emotional, mental, and physical development, is enhanced through the use of expressive arts. This involves visual, auditory, tactile and so many more! Expressive arts allows the children to explore imaginary play, storytelling, dance, music, drama, poetry, writing, movement, dream work, and visual arts, all in a way that develops their human growth and healing (Bergin Learning Arts, 2018).

Donaldson (2015), has designed the new curriculum so that it has four purposes, and these four purposes will be the focus throughout every part of the school day:

·         Ambitious, capable learners

·         Enterprising, creative contributors

·         Ethical, informed citizens

·         Healthy, confident individuals

Ambitious, capable learners

This area will be focused on by the pupils transferring their knowledge into practise, and understanding “social, physical, and emotional health in their own lives” (Donaldson, 2015). The pupils will be able to explore new challenges, and endeavour to improve their performance (Meehan, 2015).

Enterprising, creative contributors

This is where the pupils are given the opportunity to mentor and support their peers. Whether it’s supporting them in dance, showing them how to draw, or helping them to learn how to play an instrument. It also involves collaborative learning with challenges, and enhancing their creativity through different forms of expression (Meehan, 2015). Humans are born creative from infancy and find innovative ways to negotiate life. Creativity is so important within everyday life as it’s a “journey into seeing and communicating the extraordinariness of the simplest, most every day acts” (Roe, 2012).

Ethical, informed citizens

Here, children are enabled to understand their own and their peers’ cultural beliefs, and to explore issues arising within the world around them. They will begin to understand that actions have consequences and can have an effect on those around him/her. Political and ethical issues will be addressed and understood, and also discussion on health and legal policy will be carried out (Donaldson, 2015).

Healthy, confident individuals

This involves the pupils ensuring they know how to stay safe within different situations and where to go to for help. They will understand the importance of keeping fit and undertaking regular physical activity (Donaldson, 2015). The teachers must ensure that the pupils feel a sense of resilience, and confidence as they gain enjoyment and personal satisfaction from creative expression (Meehan, 2015).

Practising expressive arts within education gives the children opportunity to pay attention to their own bodies, find what they’re talented at, and what they can thrive in. I love to dance and I can also play the piano. I love having time to myself to concentrate on learning different songs! Do you have a talent you believe you could thrive in? Please share in the comments box below, I look forward to hearing all about them!

Reference List

Bergin Learning Arts (2018) ‘Exploring the Art of Learning’ Available at: https://berginlearningarts.com/what-is-expressive-arts/ (Accessed on: 8^th April 2018).

Donaldson. G (2015) ‘Successful Futures – Independent Review’ Available at: file:///C:/Users/Sophielauren/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/Donaldson%20Report%20-%20Successful%20Futures%20-%20Independent%20Review%20of%20Curriculum%20and%20Assessment%20Arrangements%20in%20Wales.pdf (Accessed on: 8^th April 2018).

Meehan. J (2015) ‘The Expressive Arts are proposed as one of six areas of ‘learning and experience’ in Professor Donaldson’s Review of the Education Curriculum in Wales’ Available at: https://www.conwyartsandmusic.org.uk/en/updates/2015-03-03-the-expressive-arts-are-proposed-as-one-of-six-areas-of-learning-and-experience-in-professor-donaldsons-review-of-the-education-curriculum-in-wales (Accessed on: 8^th April 2018).

Roe. E (2012) ‘Why is creativity important in everyday life?’ Available at: https://tscpl.org/art/why-is-creativity-important-in-everyday-life (Accessed on: 8^th April 2018).