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The Imperative of an Arts-Led Curriculum

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Transforming the Curriculum Through the Arts

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Abstract

This chapter initially defines how we understand and have used the term ‘the Arts’ to represent discrete but interrelated creative disciplines that include dance, drama, literature, visual arts, music, film and other media. We argue that each art form is a distinctive discipline in its own right, with particular knowledges, language and skills. At the same time, all art forms involve play, experimentation, exploration, provocation, expression, and the artistic or aesthetic shaping of the body or other media to bring together emotions as well as personal, sensory and intellectual experiences (Ewing, Curriculum and assessment: Storylines. South Melbourne: Oxford University Press, 2013). We draw on relevant research and literature to explain why we believe so passionately in the role that quality Arts processes and experiences can and should play in children’s learning from birth throughout their lives and learning journeys. Finally, we discuss the current educational context in many western education systems and introduce the potential that creative interdisciplinary approaches to curriculum may hold for bringing the Arts and education together in exciting ways.

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  1. Education & Social Work, The University of Sydney, Sydney, NSW, Australia

    Robyn Ewing

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Ewing, R. (2020). The Imperative of an Arts-Led Curriculum. In: Transforming the Curriculum Through the Arts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-52797-6_2

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  • DOI: https://doi.org/10.1007/978-3-030-52797-6_2

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  • Publisher Name: Palgrave Macmillan, Cham

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  • Online ISBN: 978-3-030-52797-6

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