The Centrality of Art, Design and the Performing Arts to Education

Virtual Voices: Exploring Creative Practices to Support Life Skills Development among Young People Working in a Virtual World Community

“…The dialectical relationship between social justice, active participation and the development of aesthetic sensibilities is re-emerging as a theme among art and design educators (Adams 2012;Darts 2004Darts , 2006Freedman 2000) as concerns mount for the future of art and design education in the curriculumparticularly in the UK (Adams & Hiett 2012), and also internationally. Creative practices were used in the Inter-Life Project to support the development of young people's voices.…”

The English Baccalaureate: A New Philistinism?

“…By this he means those features that are specific and unique to the discipline, and only experienced by participating in their practice; importantly, MacIntyre argues that the achievement of internal goods 'is a good for the whole community who participate in the practice' (2007,. In the case of the arts these would be the creative, expressive, affective, subjective and imaginative features played out in specific disciplinary media such as drawing, design, film, dramatic performance, musical composition or dance practices (Adams & Hiett 2012). This is in contrast to external goods, which MacIntyre argues are such contingent things as 'prestige, status and money' (2007,187), which can not only be achieved by other means but also, unlike internal goods, enrich some at the expense of others: 'characteristically objects of competition in which there must be losers as well as winners ' (2007, 190).…”