International Journal of Art & Design Education

Arts Education: the Search for a Third Way for Schools

Volume 11.1   1992



Paul Tweddell places the dispute between a discrete 'art' or an integrated 'arts' curriculum in a broader context of the recent history of education. This is also a contest between 'expressivist' and 'structuralist' approaches. An increasing emphasis on accountability and assessment is noted. Whilst these are essential to the maintenance of status in a developing educational hierarchy, it is suggested that integration in the arts makes their procedures less accessible. Tweddell provides a critical analysis of the Arts in Schools Project, its derivatives and related structures, addressing such issues as perceived standards and curriculum time allocation. He asserts that the Project was ill-motivated, badly managed and conceptually flawed. An effective agent for ideological change in education must be seen to be independent of its host institutions, which does not seem to be the case in the present debate. Finally, any such change must address a predominantly Eurocentric and racially-unaware view of the arts.