I recall, somewhen about 1985 in my Basingstoke comprehensive school, the question being asked by a parent at a year 9 options evening: why don’t pupils continue their study of all subjects in years 10 and 11?
This question was asked in the public forum and alongside other parents who questioned the compulsory ‘aesthetic option’ requiring all pupils to study an arts subject post age 14. The next day teachers of art, ceramics, music, film and drama were called to a meeting with the head and deputy. We sensed that our highly prized aesthetics option was under threat. We went to the meeting armed with chapter and verse on the value of the arts. At the time there was no shortage of philosophical enquiry into aesthetic and artistic knowing and the uniqueness of this way of understanding the world. We presented the head and deputy with reasoned arguments supporting our place in the curriculum. We deployed the weight of intellectual authority with confidence and conviction.
The aesthetic option lived on and in end of course evaluations pupils expressed great satisfaction with the ways in which the uniqueness of the arts had enriched their lives and how the experience had been sharply different to other subjects. It was part of a comprehensive comprehensive school education, a result of progressive 1970s thinking reviving a liberal education and saving education from a lazy form of traditionalism.
Now, some thirty years later there is the EBacc and the arts are excluded and only a few enlightened headteachers feel confident enough to sustain an argument for an entitlement to a post 14 arts education.
Some point to the compulsory nature of English and English Literature and all that is offered there in the cause of an arts education. But many will have noticed a general shift in discourse towards a certain view of rigour, competence and functionality. The idea of an aesthetic dimension to education is now unheard of and long silenced to be replaced by reductionist notions of knowledge.
Pupils between the age of 14 and 16 will be wanting to give meaning to their lives through artistic expression and aesthetic experience and there should be a broad range of options available across a school’s offering.
Did you know that a first DfE proposal in respect to the formation of the current GCSE examination in music was that 80% of the marks should be allocated to a written paper and that the ABRSM graded theory exams were considered as a model?
Interestingly, in the final reckoning there is a component of the exam referred to as ‘knowledge’, not aesthetic knowledge, not the wonder of occurrent knowledge. personal knowledge or embodied knowledge but, you’ve got it, propositional knowledge.
Alas, our current political masters have a poor grasp of the order of things.