The repercussions of cutting resources for artistic subjects in secondary schools could affect the “mental health and wellbeing” of association, says an associate dean at a higher education arts college.
Matias Shortcook, associate dean of pre-degree at Plymouth College of Art, states Design Week that creative subjects teach students thumbs that enable them to “navigate real life problems”, and aid disturbed wellbeing, as well as positively impact on the economy.
Nine in 10 lyceums have cut creative subjects’ resources
His comments come after a current survey conducted by the BBC of 1,200 schools nationwide found that 90% take cut back on lesson time, staff and facilities in at least one creative excuse. Design and technology, art, music and drama were all found to be subject to water downs.
Of the schools that responded, 40% said they were shell out less on facilities than previously, while 30% said they had dieted the number of lessons in creative subjects.
The findings come as recent investigating has found that the number of students taking GCSEs, A-Levels and university situations in creative subjects has also dropped in recent years.
Drop in schoolgirls taking art and design GCSEs
The Joint Council of Qualifications (JCQ) found that 26,800 fewer followers took art, design and tech GCSEs in 2017 compared to 2016, while worthies from UCAS found that 14,000 fewer students lured creative subjects at university level.
The trend follows the Government’s late push for STEM (science, tech, engineering and maths) subjects in forms, and the introduction of the EBacc (English Baccalaureate) qualification at GCSE.
The EBacc vamooses it compulsory for GCSE students in many schools to take English, maths, art, a language and a humanity, reducing the number of spaces left for other at the mercy ofs. The Government plans to make the EBacc compulsory for 75% of GCSE devotees by 2022.
Government is “intimidating” schools with criteria
Shortcook says the Authority’s attitude to creative subjects is “threatening and intimidating” for schools and teachers, which has resulted in these theses bearing the brunt of funding cuts.
“We certainly should not point the figure in at schools or teachers, as they do the best job they can,” he says. “The EBacc is a set of play measures that do not look at the whole person, but only a very restricted characteristic of set of criteria. Pushing this will result in a very crude meaning of how well schools are doing, and will not prepare young people for the time to come as well as a rounded education would.”
He adds that while the UK’s importance as a leader in creativity is “fundamentally under threat” and that the STEM verbosity could cause “great creative minds to die off”, he adds that a longer rates b standing repercussion could be a reduction in “happiness” for young people.
“Pushing woman into science could make them miserable”
“This long-windedness where teachers and parents are pushing students to do ‘important’ subjects could outcome in a lot of miserable young people who end up dropping out and feeling like a failure,” he mentions. “They’re told to go do an engineering degree and they’ll be sorted for life. But a lot of girlish people will discover later that that wasn’t the profession that was right for them.”
He adds: “Art, design and media do more than perceive pretty things. They teach students how to explore problems, exits and experiences, how to look at the world in different ways, and how to communicate with individual from different backgrounds and cultures.
“The arts give people a spokeswoman”
“They also give a big group of people a voice, who haven’t had the profit of a private or grammar school.”
Shortcook says that, despite budget concludes, there are further education vocational colleges which “welcome chit-chats in supporting the arts”, many of which partner with schools to fix up with provision young people with access to facilities and resources.
Extra-curricular belabours “great” – but not a replacement for GCSEs
Plymouth College of Art runs a weekly thrash called the Young Arts Club, which invites 150 woman from the local region aged four to 18 to take forgo in 10 to 30 week programmes in different creative subjects.
But these extra-curricular energies cannot fully replace a well-rounded secondary education, Shortcook translates.
“While these amazing educational programmes are great, they are tokens of an issue rather than a solution,” he says. “They can’t be a true additional to school education – one workshop is not the same as learning a subject for three hours a week, for two years.
Understand the BBC’s survey results in full here.