Music Education in the UK
Alison Meyric Hughes.
‘There is no art which does not teach and no art form from which we cannot learn’. This paper explores some of the initiatives in arts education in Great Britain, and in particular community arts education practice and provision for adults and children. The paper discussed the purpose of arts education, defined by Herbert Read as fostering "the growth of what is individual in each human being at the same time harmonising the individuality thus educed (developed) with the organic unity of the social group to which the individual belongs’.
The paper explains how arts education benefits the individual, who learns by active participation to understand and appreciate the arts. Whether it is acting, painting or playing music, the creative process stimulates the imagination and develops manipulative skills and critical judgement. It often boosts the morale of children, or other groups, who find a new form or mode of expression through art.
The social side of arts education is analysed in this paper, focusing on activities outside the realm of formal education. The importance of providing opportunities to bring together groups to combat isolation and to form community cohesion through the arts is discussed.
Examples of Britain’s pioneering work in arts education projects in the community, such as London Symphony Orchestra’s new educational centre in the East End of London, are included.
Alison Meyric Hughes (United Kingdom)
Department Arts Policy and Management
For the last 6 years I have run the Postgraduate Diploma in Cultural Management at City University, London. I sit on various arts organisation Boards of Trustees and advice and consult on arts organisations on strategies and educational matters.
(30 min. Conference Paper, English)