Cultural Learning Alliance

Should Drama be included in our School National Curriculum?Survey August/September 2012

ContextIn August 2012, the Cultural Learning Alliance offered to survey our membership on the new Draft Primary Curriculum for English and to send our findings to the Department for Education. We asked questions about the suitability of the English Curriculum as a whole, but we also specifically asked whether the proposed framework would adequately support the teaching of drama.

This paper offers a summary and analysis of our findings. It should be read alongside our paper Key Principles for Arts and Culture in the Curriculum and our original submission to the National Curriculum Review – both attached to this paper. These documents set our solutions and requirements for effective teaching and learning of cultural subjects in schools.

Most children will encounter drama and theatre for the first time at their primary school – through schools plays and through the teaching of drama in class as part of the literacy curriculum. If drama and theatre are excluded from the English curriculum, many children will miss out, not just on the enjoyment and inspiration of theatre, but on the important learning and development that comes through taking part in drama from an early age.

Nicholas Hytner, Director, National Theatre.

In my opinion culture should be at the heart of the school curriculum so that every child can have the kind of cultural opportunities I was offered early in my education.

Kevin Spacey, Get It: The Power of Cultural LearningActor and Artistic Director, Old Vic

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Who are the respondents?We received a very large number of responses during the 3 weeks that this survey was open. The data and tables below represent those who responded through our online survey. However, we also received 19 direct e-mails and a large number of tweets and comments on our social media fora.

Where we have used the word ‘Practitioner’ we are referring to theatre and drama professionals who work with children and young people.

Analysis of online respondentsCultural 78 28%HE 45 16%Practitioners 62 23%School 90 33%Total 275 100%

Reponses

1. Do the aims for the new Primary English Curriculum set out the right teaching and learning priorities for English?

All: Yes 6.2%No 93.8%

Teachers: Yes 5.6%No 94.4%

I am a young person, who left school a year ago with 3 A-levels in Philosophy (A) Theatre Studies (A) and History (B). With these qualifications I gained a highly competitive internship at IBM, and I will be going on to study Management at the University of Nottingham in September. I firmly believe that Drama is an essential part of schooling, as it gives children confidence, which is integral to success in this day and age. It also provides a different way of studying, and provides greater understanding of characters and texts. Removing it from such an early age discourages children from continuing it in secondary school, which I believer hinders a great part of their development.

I am proof that drama is an important subject, as it has enabled me to succeed in every endeavour I have undertaken so far.

Goldie Aboutorabi

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Do the aims for the new Primary English Curriculum set out the right teaching and learning priorities for English?

Yes No

2. If no, how could they be changed and why?

133 respondents mentioned Speaking and Listening skills177 respondents mentioned the need for Drama in the curriculum

Drama and media should be central to the learning in English building on the excellent practice evolved over the past century - to support students' engagement and understanding of all kinds of texts. Research has proven that drama helps students to tune in to texts - to help them to find meaning. It also helps students to write in a fluent and detailed way. Through my own practice as a drama, English, media teacher I have seen the difference that practical drama and media work can make to children's comprehension and ability to understand texts as well as providing them with invaluable opportunities to make and create their own.

Theodora Bryer,Course Tutor for PGCE English Drama, Creative and MediaInstitute of Education

There is little or no mention of creativity, drama or speaking & listening. Children need to follow a range of strategies if they are going to write effectively. Drama provides wonderful opportunities for children to develop the higher order skills – inference, deduction and empathy - which engage the reader and enable children to write effectively.

Karen Elliot, Headteacher, Chillingham Road Primary School

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3. Will the new Draft Primary English Curriculum facilitate Drama teaching and learning in every school?

All: Yes 1.8%No 98.2%

Teachers: Yes 0%No 100%

Will the new Draft Primary English Curriculum facilitate Drama teaching and learning in every school?

YesNo

4. If yes, what new opportunities does it offer?5. If no, what barriers does it create?

Respondents overwhelmingly felt the new draft primary curriculum would create barriers to teaching of drama in primary schools, 41 respondents specifically mentioned that the lack of a requirement to teach drama would reduce, exlude and marginalise the subject, and send a message to schools, young people and parents that it wasn’t valuable.

Drama in many primary schools has been marginalised too much already. The subject, which provides so much opportunity for rich and focused learning across the curriculum, has been overlooked yet again in this redrafting.

In many primary schools a reductionist version of drama prevails, with pupils being asked to participate in activities such as ‘hot-seating’ and school plays, but sight seems to have been lost of the potential for fully-fledged drama for learning. This model promotes enquiry, literacy (in a range of subject areas and in its truest sense), social skills, and problem solving and could, when implemented correctly, form the hub of any school curriculum. The revised document overlooks this potential.

In the current situation – inadequate as it is - there is still some room for interested individual teachers to seek the training elsewhere and introduce it into their classroom and some primary teachers become adept at delivering sizable parts of the curriculum in this way.

The current demand for Drama training as tracked by National Drama and

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6. If these draft proposals became the curriculum would you expect that:

All aspects of Drama would be taught effectively in the English curriculum?

All: 2.9% Teachers: 2.2%

No aspects of Drama would be taught effectively in the English curriculum?All: 64.4%Teachers: 65.6%

Some aspects of Drama would be taught effectively in the English curriculum?All: 32.7%Teachers: 32.2%

If these draft proposals became the curriculum would you expect that:

All aspects of Drama would be taught ef -fectively in the English curriculum?Some aspects of Drama would be taught effec-tively in the English curriculum?No aspects of Drama would be taught ef -fectively in the English curriculum?

Drama in many primary schools has been marginalised too much already. The subject, which provides so much opportunity for rich and focused learning across the curriculum, has been overlooked yet again in this redrafting.

In many primary schools a reductionist version of drama prevails, with pupils being asked to participate in activities such as ‘hot-seating’ and school plays, but sight seems to have been lost of the potential for fully-fledged drama for learning. This model promotes enquiry, literacy (in a range of subject areas and in its truest sense), social skills, and problem solving and could, when implemented correctly, form the hub of any school curriculum. The revised document overlooks this potential.

In the current situation – inadequate as it is - there is still some room for interested individual teachers to seek the training elsewhere and introduce it into their classroom and some primary teachers become adept at delivering sizable parts of the curriculum in this way.

The current demand for Drama training as tracked by National Drama and

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7. Would Drama also need to be placed additionally or alternatively elsewhere in the curriculum?

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If these draft proposals became the curriculum would you expect that:

Total %Culture

All aspects of Drama would be taught effectively 2 2.6%

No aspects of Drama would be taught effectively 51 65.4%

Some aspects of Drama would be taught 25 32.1%

HEAll aspects of Drama would be taught effectively 3 6.7%

No aspects of Drama would be taught effectively 27 60.0%

Some aspects of Drama would be taught 15 33.3%

practitionerAll aspects of Drama would be taught effectively 1 1.6%

No aspects of Drama would be taught effectively 40 64.5%

Some aspects of Drama would be taught 21 33.9%

SchoolAll aspects of Drama would be taught effectively 2 2.2%

No aspects of Drama would be taught effectively 59 65.6%

Some aspects of Drama would be taught 29 32.2%

Would Drama also need to be placed additionally or al-ternatively elsewhere in the curriculum?

No

Yes, addi-tionally

Yes, alter-natively

Would Drama also need to be placed additionally or alternatively elsewhere in the curriculum?

Total %Culture

No 1 1.3%Yes, additionally 67 85.9%Yes, alternatively 10 12.8%

HENo 4 8.9%Yes, additionally 29 64.4%Yes, alternatively 12 26.7%

PractitionersNo 3 4.8%Yes, additionally 46 74.2%Yes, alternatively 13 21.0%

SchoolsNo 2 2.2%Yes, additionally 76 84.4%Yes, alternatively 12 13.3%

8. If yes, where should it sit?

There should be a requirement for Drama to be taught by suitably trained and qualified teachers throughout Keys Stage 1 and 2 (and beyond).

Kevin Jones, Head teacherSt John's College School, Cambridge

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Those who said additionallyAlongside, or as part of an Arts Curriculum: 76 English 51Humanities 7

Those who said alternativelyAlongside, or as part of an Arts Curriculum: 16English 11

9. Does the content outlined in the draft Programme of Study for English set the right expectations for 5 to 11 year olds, taking account in particular of the expectations set in high-performing jurisdictions?

I have taught in a number of challenging schools and it was only when I started to use drama strategies that the children in my class became inspirational writers. Drama enables children to really question and reflect on their learning and develops both reading and writing. Drama also encourages all pupils to succeed.

Jo Robinson, National Association of Teaching English (NATE)Chair of Drama Committee

Drama strengthens language development and spoken communication; it brings text to life and sharpens intellectual, social and emotional understanding of character and situation. As one of the most collaborative of all art forms, it can play a vital role in the teaching and learning of all subject areas – Science, English, History, Geography and Mathematics.

At both the Barbican and the Guildhall School we have seen time after time how drama can be one of the most successful mediums for imaginative and creative engagement. The skills gained through this type of experience - including team work, leadership, communication and entrepreneurship - are wholly relevant and transferable to the needs and expectations of our evolving 21st Century workforce.

Sean GregoryDirector of Creative LearningBarbican Centre and Guildhall School of Music & Drama

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Does the content outlined in the draft Programme of Study for English set the right expectations for 5 to 11 year olds, taking account in particular of the expectations set in high-

performing jurisdictions?

Yes No

Does the content outlined in the draft Programme of Study for English set the right expectations for 5 to 11 year olds, taking account in particular of the expectations set in high-performing jurisdictions?

Total %Culture

No 69 88.5%Yes 9 11.5%

HENo 41 91.1%Yes 4 8.9%

PractitionerNo 54 87.1%Yes 8 12.9%

SchoolNo 79 87.8%Yes 11 12.2%

Drama should be given a more prominent position in the programme of study. High-performing jurisdictions see the value of Drama as a means for meeting expectations of student learning in primary education. It is included as an additional module (Hungary), an optional subject (Alberta), as a strand within the arts, which is a compulsory learning area (Ontario), and as a co-curricular activity (Singapore). Expectations laid out in the Purpose of Study and aims of the draft Programme of Study would be better met with the inclusion of Drama.

Alice Young,Head of Arts Programmes, Trinity College London

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10. If no, what expectations do you think need to change and why?

Most respondents felt that the expectations focused too much on prescription, decoding and word recognition and not enough on engaging young people in learning, pupils emotional and social development, a love of language, development of empathy and ability to express thoughts.

Number of respondents recommending creativity/creative: 29Number of respondents recommending imagine/imagination: 18

The omission of a section on Speaking and Listening and the reduced emphasis on talk in the current proposals is detrimental to children's learning in English and reductive of the scope of the subject.

The greatest body of research into learning clearly demonstrates that speaking and listening, talk, is closely implicated in children's learning in general and the ability to read and write in particular.

Currently under existing orders, Ofsted surveys and inspection reports give evidence that there are insufficient opportunities for children to engage in varieties of talk in the classroom and that too little drama is taught in primary schools. Drama activities, whether based on reading or drawing from social situations and dilemmas, provide opportunities for children to explore and become proficient in different ways of speaking.

The largest survey of the arts and their effectiveness in education in the UK (NFER, 2000) demonstrates what the arts in general and drama in particular can do for pupils and schools. The largest survey of research into the arts in education (Journal of Aesthetic Education, 2000, 34/3&4) gives sound and particular evidence of the effectiveness of drama in learning to read and write. So, sections on Speaking and Listening should be reinstated and references to Drama in its various forms strengthened.

Dr Anton Franks, MA, PGCE, PhDSenior Lecturer in Education, English & Drama, Institute of Education

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11. If the Programme of Study were to focus on fewer things in more depth, what do you think should be prioritised, and why?

We received 160 responses to this question.

Respondents mentioning speaking and listening/spoken: 47Respondents mentioning skills: 36

The following image represents a pictorial representation of the responses to this question, with the size of the words corresponding to the number of times they were used by respondents:

12. What would be the practical implications for schools of teaching the proposed draft Programme of Study, including the training requirements for teachers?

‘I’ve just read somewhere that the difference between art and sport is that in the former there are no losers. But there stand to be vast numbers of losers if we don’t protect balanced arts provision in schools. I’ve seen in my son’s primary school the value and power of drama on so many levels – it is exciting, motivational and inspirational: so much is learnt through the speaking, listening, sharing and emotional engagement it provides. Art, drama, dance and music should all be core components of every child’s curriculum.’

Sally Bacon, Parent

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Many respondents felt that the removal of explicit reference to Drama in the curriculum would lead to a lack of professional development and reduced recruitment of qualified Drama teachers in schools. They also felt that the quality of teaching and learning would be affected, with a corresponding drop in attendance and enjoyment across English and other subjects.

We know that not all pupils will have access to theatre and drama outside school or through their families. Removing drama from the English curriculum (and by implication from the Primary curriculum as a whole) as a result is likely to deprive many children of the opportunity to engage at an early age with drama and theatre, both as means to learning and development, and as a gateway to future participation in the arts. The loss of drama as a named part of the English curriculum is likely also to limit further the provision of training for primary teachers in drama; and to reduce provision of specialist drama teaching in schools.

Alice King-Farlow, National Theatre

The current curriculum requires an understanding of the language and skills inherent to drama study. The new draft programme does not suggest any specialist knowledge or training is required. Teachers delivering this draft programme will not be encouraged to train and expand their skills and their understanding of Drama. Schools will be unlikely to fund training and resources for a 'less important' curriculum area, resulting in falling standards.

Jessica Blackett,Dance, Drama and Performing Arts Teacher, Godalming College

Drama is essential: it allows children to grow intellectually and emotionally

Michael Morpurgo,Writer

‘Drama should be part of any balanced national curriculum. Every child should have the opportunity to be taught Drama in school by teachers who have had some drama training. Why should Drama (or dance) be given a lesser curriculum status than music or art in a national curriculum? There is no logical reason or explanation for this. We need a statutory arts curriculum with equality for all arts subjects. If schools are not provided with any framework at all for Drama it will make it far less likely that they will teach it and it will result in even greater inequality of provision amongst schools. Some children will get none. It is an abdication of responsibility to give no Drama programmes of study framework to schools and let them decide individually whether or not to teach Drama at all. If Drama teaching is not a requirement, it will soon become neglected and be more difficult for teachers to get funding to attend drama training.’

Patrice BaldwinChair of National DramaPresident of the International Drama Theatre and Education Association (IDEA)World Alliance for Arts Education, Executive Council Member

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The current curriculum requires an understanding of the language and skills inherent to drama study. The new draft programme does not suggest any specialist knowledge or training is required. Teachers delivering this draft programme will not be encouraged to train and expand their skills and their understanding of Drama. Schools will be unlikely to fund training and resources for a 'less important' curriculum area, resulting in falling standards.

Jessica Blackett,Dance, Drama and Performing Arts Teacher, Godalming College

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