Following her B.Ed. degree, Lucy worked for 30 years in primary education with a variety of responsibilities. She has extensive experience in the role of art and music within the world of education, and as part of her degree in Fine Art at Duncan of Jordanstone College of Art and Design, University of Dundee, she undertook a research-based investigation into the role of art in the education curriculum in the English school system. This culminated in the submission of a dissertation detailing her literature review, her investigations, interviews with other experts and practitioners in this topic area, her analysis and the conclusions to be drawn from them.
A copy of the abstract for this dissertation is presented below. A full copy of the dissertation can be viewed here.
The Arts in the Curriculum: Exploring Links Between Creativity and Improved Literacy
This dissertation makes a case for and presents evidence to support a more arts-based curriculum in primary schools across the UK.
An overview of the current findings about the educational system in England is given. Learning is defined and explored, and ways in which students can maximise their learning opportunities are analysed.
Similarly, literacy, art and music is explored. How we convey and receive meaning is discussed.
Case studies are examined, conducted through interview, conversation and research, selected due to their current excellent practice in primary schools. Some of these studies are from schools of varied demographic in numbers on roll and cultural diversity. Others are from a county education service where children’s skills in literacy have been shown to have improved through learning, teaching and engaging with art and music directly, and where an arts-centred curriculum is central. Ofsted judgements, national tests, external assessments and increased uptake in approaches evidence this excellent practice and successful outcomes.
In conclusion, arguments are detailed for an arts-centred curriculum that embraces specific approaches to learning and teaching. These are demonstrated as being necessary in order to maximise the potential of all students, and particularly to improve skills in literacy.