Developing a strong team
One of the most critical factors in effective arts practice is the development of a strong arts team, bringing together teachers from all arts disciplines.
Appointing an arts co-ordinator
If your school doesn't have an arts co-ordinator, it could be a good idea to appoint one! Research has shown that the arts are effective when there is an enthusiastic, inspirational arts co-ordinator at the head of the arts team.
The arts co-ordinator's role could include:
- translating the headteacher's commitment into reality;
- providing leadership to the arts team;
- building partnerships with individuals and organisations outside school;
- making links with other schools;
- seeking sources of funding.
Some schools make sure that their arts co-ordinators have one or two days free a week, so they have time to concentrate on maximising resources, developing the arts programme and making the most of all possible sources of help and funding.
Continuing staff development
As an arts teacher, it is vital to refresh your creativity and keep up to date with new developments. The arts are complex, diverse and dynamic, and arts practice changes rapidly. New technology creates new artforms. Specialist software comes onto the market that can support teaching and learning.
You can gain continuing professional development in the arts through:
- sessions led by colleagues in school;
- sessions led by teachers from specialist arts colleges;
- working with local education authority (LEA) arts advisers;
- working with specialists from music services;
- LEA INSET;
- examination board training and moderation;
- working alongside visiting arts practitioners;
- attending workshops and events at arts venues;
- business placements at arts organisations (eg funded through Education Business Partnerships);
- becoming a member of an education advisory group at an arts venue or organisation;
- taking practical courses at arts venues, through adult education or accredited courses at higher education institutions;
- leading sessions for other colleagues;
- mentoring pupils on ITT, especially those with arts expertise.
A strong arts team can provide good opportunities for continuing staff development. This is particularly important for arts disciplines like music, where there may only be one or two teachers in the school. It is also important for teachers who are working in more than one subject area, such as dance and drama, as it reinforces the need to teach these disciplines as arts, with an emphasis on artforms and artistic experiences.
Using specialists
Lack of confidence in arts teaching can be a major barrier to success, particularly in primary schools. If this is the case in your school, you could look for opportunities to complement and develop staff expertise by:
- buying in part-time specialists (for example in music);
- working with professional artists.
Some schools that have experienced recruitment problems in the arts have 'grown' their own staff by persuading visiting practitioners (such as actors) to train as teachers through the graduate training scheme. There is more about this approach in the Arts-rich report.
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