Changes to the Education System

CHANGES TO THE EDUCATION SYSTEM

--------------------------------------------------------------------------------

20/01/10 UPDATE: The group that formed after this discussion took place have since created a statement that they wish to take to funding agencies, politicians and educators. Before doing so they would like feedback from the industry on what has been said - please take the time to follow the link below, read and comment on 

"CUTS TO EDUCATION FUNDING FOR ARTS SUPPORT IN PRIMARY SCHOOLS: RESPONSE FROM THE ARTS SECTOR"

------------------------------------------------------------------------------

Convenor: Frith Walker

Participants: Norelle Scott, James Wilson, Hayz Rowe, David inns, Lester McGrath, Sally Markham, Amber McWilliams, Susie Tate, Susanne Ritzenhoff, Lauren hughes, James Beaumont, Margi Martin, Mary-Jane O’Reilly, Catherine George, Bronwyn Bent.

Priority: ONE (36 dots)

Notes:

1. Effect on the Arts Community

• No money allocated to the training of artists means no future artists
• Creative thinking is valid and valuable in all disciplines
• Arts plays a key role in social health; informing the way in which we connect with each other. The removal will destroy a fundamental learning tool in terms of interactive learning.
• Vitality in the Sector will be reduced (as is being proven in the States)

1. Overview/Total Impact

• “Arts are essential to living”
• Arts education has been proven to promote lateral thinking, public speaking, communication, delegation Symphony Orchestras, Architects, Hobbits, Ballet Companies, Fashion Designers etc etc...
• At the end of the year all Advisory Services will be cut, not just Arts
• Does the current plan actually address the current problem? Reports say that it is being boycotted and decried by educators.
• The same plan has failed in the UK and is reportedly failing in the US.
• The cost of testing is one of the main drivers behind the reductions in funding
• The tendency is for lower decile schools being “victimised” with the facts being that this system favours private schooling.
• The biggest learning changes happen in the under 10s; incredible differences can be made at Primary level.
• National Standards only assess via one process. It has been proven over and over again that children only learn when there is a need – through kinaesthetic and holistic learning.
• It is of note that parents will most likely welcome National Standards; examinations work for those interested in clear communication of how children are doing. However, what has been decided has not yet filtered through.
• In order for teachers to include any kind of Arts education they will need to find the funds themselves. This will increase the pressure on Funding Bodies.
• The nature of the so called “1 year trial” seems somewhat suspect.
• These changes have been made extremely quickly and with seemingly no consultation with educators. In this the reasoning behind these changes seems flawed.

-           

1. Primary Aspects/Points of Note

• Not training artists means, ultimately, a lack of art
• Not incorporating Arts in education has a (proven) negative effect on society as a whole: we will be raising less informed adults without this key input.
• The Arts play a major role in the economic health of our communities – not just performing arts but the wider creative sector.
• This in a National issue. We recognise that this poses a threat to the education system as a whole, not just the Arts Sector.
• Does this help make NZ a good place to raise your kids??

1. Outcomes/Actions

• Important to note that this is now a done deal. We need to work out where to go from here as trying to reverse the decisions at this stage is pointless.
• We recognise that Educators are under siege and need support
• We recognise that there are serious problems with this planning
• We agree that we need to align ourselves with the educators, in support of what they are trying to achieve, in collecting useful data and proof, and in lobbying related groups to do the same.
• There is a need to try and promote some kind of groundswell, working to contact all those affected by these changes (e.g. SPARC, the Film Industry, and Architects) as well as key contacts in Education. Who are our key allies?

Key Points:

Engagement with the Arts and the Arts Community brings many a varied benefits

• The benefits of holistic learning are proven
• Our Cultural Identity and Framework will be seriously impacted upon
• This risks (or promotes??) the creation of elitism and the support of a class structure
• The economic benefits of a healthy Arts ecology have been proven internationally
• This will have a negative impact on the health of our Sector.

Identified Priorities:

• The creation of a statement – pithy, media release type of document.
• The creation of networks.
• The establishment of meetings with key organisations.

First or next steps:

1. Amber McWilliams to create a draft statement which will be circulated amongst the attendees.

1. Ginger Group (Lester McGrath, Sally Markham, Frith Walker and Amber McWilliams) to meet and form a strategy