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CULTURAL EDUCATION


world around them. They are more inclined to seek-out answers and more comfortable to constructively question information and events. Ultimately, they are better connected with the issues affecting them and feel empowered to address these either now or in the future. By default, they are happier and more motivated pupils, which has a positive impact on their overall learning. To better realise the benefits of cultural


education, we need to see the whole education system ‘talking the talk’. This is the mindset shift that’s required. If governments, opinion formers and NGOs, teachers, parents and pupils are actively talking about the value and impact of learning about different cultures and the arts, it creates belief. We’ve seen this before around major sporting


It is somewhat a buzzword, but it is


‘experiential’ learning, and the same must apply to arts and culture education. Visiting theatres, museums, libraries, parks, monuments, places of historic importance etc, should feature as a ‘normal’ part of the curriculum. All too often, the activities that take pupils


away from the classroom are viewed as extracurricular. This mindset needs to evolve. The definition of a classroom being four walls, full of desks, pupils and a teacher is outdated. If pupils are to truly learn cultural education, they need to be doing much more than being sat in one room relying on the knowledge of teachers, books and Google.


Supporting teachers Teachers, without doubt, add immense value to cultural education, but it is unfair and impractical to expect them to be the sole source of this education. They need to be supported by partners from outside of the school, who will naturally have a wealth of knowledge and experience in their specialist fields. This can help stretch young minds beyond the unconscious bias they may be harbouring and also create a more engaging learning experience. The Juilliard School is a world leader in


performing arts. Partnering with them enables Nord Anglia Education to provide pupils, at every one of its 56 schools across the world, with an enhanced learning experience. Our teachers do this by drawing from teaching materials, creative activities, rehearsal strategies and professional development resources that are all expertly curated by Juilliard’s experienced staff. This means pupils can fully appreciate the wide range of genres, styles and cultures of music, dance and drama. The end result is a more creative learning environment where pupils are able to find and develop their own personal styles. From a logistical point of view, external


partners can also help facilitate cultural immersion outside of the traditional classroom. They can provide teachers and pupils with access to the right experiences, ensuring time is used smartly and maximised to deliver the most benefit for learning. Furthermore, partners will also suggest and


open-up new cultural education opportunities that the school or teachers may not be aware of. History is an important part of culture, but


December 2018 www.education-today.co.uk 35


cultures and the arts never stand-still. They are constantly adapting and thriving. This is even more true today as technology evolves and impacts how communities function. Teaching and learning must keep pace with this, otherwise cultural education quickly becomes a history lesson, when it should be connecting pupils with the world in which they’re living and growing-up into. Carefully selected partners with the right expertise and experience will always be at the fore of cultural shifts and be able to support teachers in making these an essential part of learning.


Talking the talk A mindset shift is perhaps one of the biggest challenges facing cultural education, in terms of how this form of teaching and learning is viewed. The arts and cultural learning tend to be still seen as more of a nice to have and not as essential as the likes of science, maths and English. This is a completely flawed view. Schools aren’t exam factories and over-prioritising grades in so-called traditional subjects does not benefit the rounded development of pupils. Cultural education helps prick the curiosity of pupils, enabling them to better understand the


events like the Olympics. Suddenly everyone is championing the positive power of sport - and rightly so – and you see a growing acceptance of sport as an academic pursuit. The subject goes from being a distraction from maths and English, to being something pupils are encouraged to take seriously and really apply themselves to. ‘Talking the talk’ and the ripple effect of word


of mouth will only happen though if there’s a concerted effort to create cultural education opportunities. This will move it from being viewed as extracurricular to becoming a fundamental part of learning. At Nord Anglia Education, we’re building on our existing programmes and partnerships to launch a charitable foundation. While this will involve tens of millions of pounds of funding over the next decade, the most exciting part goes beyond funding. It’s the fact the foundation will create even more opportunity for pupils to experience many different cultures and communities, or to become involved in tackling global issues. This will further enrich their learning and equip them with the skills required to influence positive change on a long-term and global scale. Cultural education should not just be


considered as part of a broad and balanced curriculum, it should form the foundation for a school’s educational vision and pupil-focused learning environment. This will better prepare pupils for the changing world in which we live.


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