Underlying these three fundamental goals are two supporting ones we want the models of provision to be resilient, and the leadership and workforce to be truly diverse, reflecting the population and able to support the right talent to make great art for the country” (Davey, 2013).įinally, I will review the current state of government policy in order to understand the relationship between the Department of Education, state school curriculum and how these two factors affect a student’s access to music education.ĭuring the research of this report, 10 Leeds based educational establishments were approached in order to gather 1st hand qualitative research. This is intended to focus my audience development outreach within my community, aligning my workshops with the policies of Arts Council England, whom I intend to propose my community workshop to - “At its heart are a series of goals: we want arts and culture to thrive and to be excellent, and we want to make sure we and others create the right conditions for that we want as many people as possible to be stimulated by arts and culture wherever they are and it is important that children and young people are exposed to culture and can gain from it either as audiences or as people with a talent to pursue. I will explore quantitative data representative of Leeds and the UK in order to identify social, geographical and economic factors that inhibit potential students from participating in workshops. I will also analyse the methods of local organisations for delivering charitable work. I will begin this essay by reviewing current and historic academic literature regarding the common aims and objectives of community music projects as a means of focusing my funding application. This essay aims to explore my practise as a teacher and community arts facilitator within the context of my local geography (Leeds, UK).
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