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Evaluating the impact of the Arts in Evaluating the impact of the Arts in EducationEducationRecommendations and ideasRecommendations and ideas

UNESCO Expert Symposium on UNESCO Expert Symposium on arts Education in Asiaarts Education in AsiaHong Kong SAR ChinaHong Kong SAR China99--11 January 200411 January 2004January 11 2004January 11 2004

Atelier Reports : Music 1Atelier Reports : Music 1

uu Music Project IndonesiaMusic Project Indonesiauu DescriptionDescription

–– Large project $400,000 USLarge project $400,000 US–– Produced 4 books and audio visual materials to teach arts Produced 4 books and audio visual materials to teach arts -- dance, dance,

music and theatre [performing arts music and theatre [performing arts -- diversity in Indonesiadiversity in Indonesia–– 28 Schools28 Schools–– Trained 30 teachersTrained 30 teachers–– Purchased kits of media arts equipmentPurchased kits of media arts equipment

uu Research FocusResearch Focus–– Increase appreciation of the diversityIncrease appreciation of the diversity–– Increase arts audiences in different parts of countryIncrease arts audiences in different parts of country

uu Quantitative Research focus: Quantitative Research focus: –– measure the impact of teaching on the audiences, e.g. increase imeasure the impact of teaching on the audiences, e.g. increase in size of n size of

audiencesaudiences–– Measure impact on funding support for arts in school budgetsMeasure impact on funding support for arts in school budgets

Atelier Reports : Music 2Atelier Reports : Music 2

uu Qualitative Research focus:Qualitative Research focus:–– Survey student participantsSurvey student participants

uu Role of UNESCORole of UNESCO–– Support by influencing member state on the significance of this Support by influencing member state on the significance of this

project through project through tt publication publication tt policy guidancepolicy guidance

uu The value of this research proposalThe value of this research proposal–– Descriptive research/survey style of researchDescriptive research/survey style of research

uu The issues: The issues: tt Is the change in audiences caused by the activity?Is the change in audiences caused by the activity?tt This research could also lead to qualitative research through This research could also lead to qualitative research through

interviews when a specific issue is interviews when a specific issue is tt How do you measure changes in multiHow do you measure changes in multi--cultural awarenesscultural awarenesstt The length of time for a measurable effect to be evidentThe length of time for a measurable effect to be evident

Atelier Reports : Dance 1Atelier Reports : Dance 1

uu 2 possible projects 2 possible projects -- dependent on contextdependent on context–– Urban communities Urban communities -- impact of introduction of dance in schoolsimpact of introduction of dance in schools

tt Australia and Hong Kong Australia and Hong Kong --–– rural communities rural communities -- impact on introducing dance in schools and the impact on impact on introducing dance in schools and the impact on

developing those rural communities developing those rural communities tt Access to a lost body language; regenerating nonAccess to a lost body language; regenerating non--verbal signs and gesture; legitimizing verbal signs and gesture; legitimizing

ways of beingways of beinguu Issues Issues

–– Why dance? Why dance? -- sport/movement/dance sport/movement/dance -- when do we move to communicating when do we move to communicating through movement with meaningthrough movement with meaning

–– CompetitionCompetition–– ReRe--inforcinginforcing multimulti--cultural societies cultural societies –– Propagating traditional formsPropagating traditional forms–– Dangers of advocating for dance Dangers of advocating for dance -- or any change or any change --–– The differences between evaluating programs and assessment of stThe differences between evaluating programs and assessment of student learningudent learning–– Training for teachersTraining for teachers–– Propagating Propagating -- subverting arts forms for political endssubverting arts forms for political ends–– ReRe--inforcinginforcing stereotypesstereotypes

Atelier Reports : Dance 2Atelier Reports : Dance 2

uu What do you evaluate?What do you evaluate?–– Quantitative analysis is open to manipulationQuantitative analysis is open to manipulation–– Qualitative analysis is preferred Qualitative analysis is preferred

tt Easier in an urban environment [possibly]Easier in an urban environment [possibly]tt How can this be under taken in rural environmentHow can this be under taken in rural environmenttt Use of video graphers Use of video graphers -- participant observerparticipant observertt Using existing systems of description Using existing systems of description -- e.g. RASA e.g. RASA --tt Peak experiences [“Flow”] may also be a clue for further investiPeak experiences [“Flow”] may also be a clue for further investigationgation

uu IssuesIssues–– A need for some fundamental questions A need for some fundamental questions --

tt how is my physical expression a part of identityhow is my physical expression a part of identitytt Theoretical research Theoretical research -- conceptual discussion conceptual discussion tt Questions of “flow” Questions of “flow” -- and impact on creativity and impact on creativity -- structural anthropology based on structural anthropology based on

exploration of ritual exploration of ritual tt Using alternative methods of reporting research; unspoken knowleUsing alternative methods of reporting research; unspoken knowledgedgett Distinguishing between an art form to be an expert and teaching Distinguishing between an art form to be an expert and teaching an introduction an introduction

to an art form [the distinction between the “elite artist” and “to an art form [the distinction between the “elite artist” and “arts for all” arts for all” -- the the professional artist and the human who lives with an artistic souprofessional artist and the human who lives with an artistic soul!l!

tt How the arts can fill the gaps?How the arts can fill the gaps?

Atelier Reports : Drama 1Atelier Reports : Drama 1

uu Researchers who want to make love Researchers who want to make love -- not to flirt!not to flirt!uu Description and the need for stories to be told and shared in a Description and the need for stories to be told and shared in a range of range of

contexts contexts --–– thick descriptions, models or whatever and the metathick descriptions, models or whatever and the meta--narrative in the narrative in the

story becomes the means of sharing and articulating a terrain story becomes the means of sharing and articulating a terrain -- not to not to fictionalize the research but to recognise how the story is alsofictionalize the research but to recognise how the story is alsometaphoricmetaphoric

–– Research is a kind of arts form Research is a kind of arts form -- arts based research is an opening field arts based research is an opening field of possibility [research and communicate through the arts, throuof possibility [research and communicate through the arts, through gh aesthetic means; using aesthetic means to do the research]aesthetic means; using aesthetic means to do the research]

uu AdvocacyAdvocacy–– The process of rehearsing for advocacy affects the sort of feedbThe process of rehearsing for advocacy affects the sort of feedback ack

mechanisms are built into the research [integrity of researchmechanisms are built into the research [integrity of research–– How can the research improve the terrain for the researcher and How can the research improve the terrain for the researcher and for the for the

participants?participants?

Atelier Reports : Drama 2Atelier Reports : Drama 2

uu Two projectsTwo projects–– Bright ChildBright Child

tt On going project On going project -- but a need to be addressing issue of being “victims of but a need to be addressing issue of being “victims of research” research” --

tt To build on the consultative mode of inTo build on the consultative mode of in--built researchbuilt researchtt Examining the impact Examining the impact -- Ministry already making policy shifts as a result of the Ministry already making policy shifts as a result of the

projectprojecttt Issues of transferring into other locationsIssues of transferring into other locations

–– UsingUsing SangeetaSangeeta as a model project as a model project -- because of her expressed desire for because of her expressed desire for evaluationevaluationtt To encourage more thorough description To encourage more thorough description -- video to writing, external examinervideo to writing, external examinertt Deriving the premises, principles that would articulate a methodDeriving the premises, principles that would articulate a methodology ology -- an onan on--

going dialogue with the self/teacher as well as participantsgoing dialogue with the self/teacher as well as participantstt Build a lexicon of language around which to build the research Build a lexicon of language around which to build the research tt Develop Develop ressources ressources that arise from this examplethat arise from this example

Atelier Reports : Visual Arts 1Atelier Reports : Visual Arts 1

uu Researchers as artistsResearchers as artistsuu ProjectsProjects

–– Malaysia Malaysia -- Inner City Heritage projectInner City Heritage projecttt How evaluated?How evaluated?

–– Through enrollment: How many kids? What did they bring?Through enrollment: How many kids? What did they bring?–– Process: dependent on when evaluation took place e.g. during acqProcess: dependent on when evaluation took place e.g. during acquisition uisition

or applicationor application–– Product: through skilled observation and comment on the product,Product: through skilled observation and comment on the product, it is it is

possible for a teacher/participant expert to evaluate possible for a teacher/participant expert to evaluate –– Audience response to product [exhibition/performance] e.g. respoAudience response to product [exhibition/performance] e.g. response of nse of

trader artisan to child’s producttrader artisan to child’s product–– Sustainability of project Sustainability of project -- e.g. can a curriculum be produced as a result; e.g. can a curriculum be produced as a result;

training of facilitators along the way; setting up a web page; straining of facilitators along the way; setting up a web page; subsequent ubsequent training programs; repeatabilitytraining programs; repeatability

–– Pakistan Pakistan --tt How effective is the communication to the children?How effective is the communication to the children?tt Is what is communicated what is intended?Is what is communicated what is intended?

uu MultiMulti--faceted faceted -- meeting the needs of the participants and inclusive of all the meeting the needs of the participants and inclusive of all the stake stake holders; a tool for other researchersholders; a tool for other researchers

Atelier Reports : Visual Arts 2Atelier Reports : Visual Arts 2

uu IssuesIssues–– Need to define the outcomes of the evaluationNeed to define the outcomes of the evaluation

tt What are the outcomes for the project leaders? Participant teachWhat are the outcomes for the project leaders? Participant teachers? Participant students? ers? Participant students? Funders? Etc. Funders? Etc.

tt Design evaluation to measure the impact on the student dependingDesign evaluation to measure the impact on the student depending on the on the tt Dialectic between the intrinsic/instrumental outcomes can be proDialectic between the intrinsic/instrumental outcomes can be problematicblematic

–– Who should be the evaluators?Who should be the evaluators?tt Internal or externalInternal or externaltt Parallel evaluations Parallel evaluations -- external and internalexternal and internaltt Using student participants Using student participants -- the intrinsic feedback process within the arts can lead childrethe intrinsic feedback process within the arts can lead children to n to

being their own evaluators [challenge the conventional view of rbeing their own evaluators [challenge the conventional view of research objectivity esearch objectivity -- the the participant researcher! But to also be aware that researchers arparticipant researcher! But to also be aware that researchers are always subjective, not e always subjective, not objective, not neutral!]objective, not neutral!]

–– Many don’t think of Many don’t think of BEFORE BEFORE -- DURING DURING -- AFTERAFTER projectsprojects–– Many don’t think of theoretical frameworks Many don’t think of theoretical frameworks -- we are artistswe are artists

tt Theoretical frameworks have uses but perhaps artists need assistTheoretical frameworks have uses but perhaps artists need assistance in articulating them.ance in articulating them.–– Artists as mediators between programs and student/teacher partiArtists as mediators between programs and student/teacher participantscipants

tt What is the impact of this changing of roles What is the impact of this changing of roles -- the master artist becoming the teacher? The the master artist becoming the teacher? The impact of the student or teacher being the artisan? [a potentialimpact of the student or teacher being the artisan? [a potential case study]case study]

Issues from floorIssues from floor

uu Who evaluates the evaluator?Who evaluates the evaluator?uu What of “consumer” evaluation What of “consumer” evaluation -- parents and community under the influence of parents and community under the influence of

competition; the need for hard data to swing the minds and heartcompetition; the need for hard data to swing the minds and hearts of s of consumersconsumers

uu The value of publicly available information The value of publicly available information -- e.g. on a UNESCO web site; could e.g. on a UNESCO web site; could be useful to have comparative data.be useful to have comparative data.

uu Asian context is significant Asian context is significant -- context is everything!context is everything!uu The difficulty of evaluation underlines the significance of the The difficulty of evaluation underlines the significance of the work work -- and its and its

necessitynecessityuu Audience for evaluation: what is the purpose of the research?Audience for evaluation: what is the purpose of the research?

–– AdvocacyAdvocacy–– Dealing with issues of power and decision makersDealing with issues of power and decision makers

uu Evaluation is so important that it cannot be left to evaluators Evaluation is so important that it cannot be left to evaluators -- it must include it must include the researchersthe researchers

uu Can we put together a compendium of some of the evaluations of pCan we put together a compendium of some of the evaluations of projects rojects -- by by the end of 2004 in preparation for World Summit?the end of 2004 in preparation for World Summit?

RecommendationsRecommendationsSouth Asia and Central AsiaSouth Asia and Central Asia

uu TO UNESCOTO UNESCO–– Noting that at UNESCO’s working level, there appears to be a lacNoting that at UNESCO’s working level, there appears to be a lack k

of connection between sectors, this is an opportune time for of connection between sectors, this is an opportune time for linkages to be developed. As a first concrete step, there may belinkages to be developed. As a first concrete step, there may begreater dialogue and cooperation between programs in the greater dialogue and cooperation between programs in the Bangkok office. These programs would support high level Bangkok office. These programs would support high level research and projects undertaken collaboratively.research and projects undertaken collaboratively.

–– That UNESCO [Bangkok office] commission observatories of the That UNESCO [Bangkok office] commission observatories of the arts in education arts in education


uu TO MEMBER STATESTO MEMBER STATES–– That this meeting of experts strongly recommends that member staThat this meeting of experts strongly recommends that member states tes

initiate research projects and programs in the arts in educationinitiate research projects and programs in the arts in education. Member . Member states work collaboratively and in partnership with UNESCOstates work collaboratively and in partnership with UNESCO

–– That member states provide assistance to initiate research projeThat member states provide assistance to initiate research projects which cts which have practical operational outcomes tohave practical operational outcomes tott Build innovative modelsBuild innovative modelstt Sustain existing modelsSustain existing models

–– That member states recognise the value of and contemporary relevThat member states recognise the value of and contemporary relevance of ance of -- and give accreditation to and give accreditation to -- “traditional”/”indigenous” methods of “traditional”/”indigenous” methods of transmission of artistic knowledge systemstransmission of artistic knowledge systemstt In recognition of age old artistic practices that have assured cIn recognition of age old artistic practices that have assured continuity of ontinuity of

traditional methods of transmission of knowledge, member states traditional methods of transmission of knowledge, member states tt support ways of linking traditional and institutional learning ssupport ways of linking traditional and institutional learning systems ystems tt Making maximal use of artistic resources of the community and suMaking maximal use of artistic resources of the community and support teacher pport teacher

empowerment of drawing on these resourcesempowerment of drawing on these resources


uu TO ARTISTSTO ARTISTS–– Artists look to themselves and their arts to devise ways of meetArtists look to themselves and their arts to devise ways of meeting ing

the needs of learnersthe needs of learners–– Establish projects of qualitative research to evaluate projects Establish projects of qualitative research to evaluate projects of of

innovationinnovation

RecommendationsRecommendationsEast AsiaEast Asia

uu Changes in the assessment system in the education policy to prodChanges in the assessment system in the education policy to produce uce more holistic ways of incorporating the arts in educationmore holistic ways of incorporating the arts in education

uu Improve student teacher ratioImprove student teacher ratiouu Networks to reduce the imbalance in dialoguesNetworks to reduce the imbalance in dialogues

–– SubSub--regional levelregional level–– NPO/NGO/Government levelNPO/NGO/Government level

uu Through observatories to address the issues of advocacy, monitorThrough observatories to address the issues of advocacy, monitoring ing and applied researchand applied research

uu Comparative studies of arts education policy development and Comparative studies of arts education policy development and implementationimplementation

uu Include both primary and secondary for the 2005 World SummitInclude both primary and secondary for the 2005 World Summituu UNESCO to act as a watch dog to monitor the concrete UNESCO to act as a watch dog to monitor the concrete actualising actualising of of

the summitthe summit

RecommendationsRecommendationsSouth East AsiaSouth East Asia

uu TO UNESCOTO UNESCO–– Establish a network on several levelsEstablish a network on several levels

tt Between different people who set up curriculums Between different people who set up curriculums -- to be more inclusive of to be more inclusive of ministries of educationministries of education

–– PrePre--summit meeting should also include artists, researchers, curricusummit meeting should also include artists, researchers, curriculum lum writers, economic planners, writers, economic planners, educationalists educationalists not just policy makersnot just policy makers

–– Same for the World summitSame for the World summit–– Establish a forum Establish a forum -- for both UNESCO and the private sector for both UNESCO and the private sector -- to create an to create an

arts and education advocacy centre and tool kit: a resource for arts and education advocacy centre and tool kit: a resource for best best practice, resources and facilitate collection of information [e.practice, resources and facilitate collection of information [e.g. a web g. a web designer available to local artists]designer available to local artists]

–– Showcase results in some form of why arts should be put into eduShowcase results in some form of why arts should be put into educationcationtt Case study of cultural productsCase study of cultural productstt Case study of how arts contribute to more meaningful lifeCase study of how arts contribute to more meaningful life

–– Outline potential outcomes and benefits of these case studies.Outline potential outcomes and benefits of these case studies.

RecommendationsRecommendationsSouth East AsiaSouth East Asia

uu TO UNESCOTO UNESCO–– World Summit should not be just oneWorld Summit should not be just one--off but should attempt continuity off but should attempt continuity

with smaller regional meetings to feed into the summitwith smaller regional meetings to feed into the summituu To MEMBER STATESTo MEMBER STATES

–– Governments to identify the role of the arts in nation buildingGovernments to identify the role of the arts in nation building–– How to fit arts and culture into larger agenda of economicsHow to fit arts and culture into larger agenda of economics–– Existing ministerial level organisations to establish a specificExisting ministerial level organisations to establish a specific arts and arts and

education desk and strengthen linkages with the experts in the aeducation desk and strengthen linkages with the experts in the area and rea and other stake holdersother stake holders

–– Countries with more established financial situations can assist Countries with more established financial situations can assist and and support sharing of case studiessupport sharing of case studies

–– Participate in network of networks= more joint planning between Participate in network of networks= more joint planning between education education and culture ministriesand culture ministries

–– Attend to incorporation of distinct traditional arts in the currAttend to incorporation of distinct traditional arts in the curriculum iculum -- in and in and out of schoolout of school

RecommendationsRecommendationsSouth East Asia 3South East Asia 3

uu To MEMBER STATESTo MEMBER STATES–– Teacher training and facilitator training [artist facilitators]Teacher training and facilitator training [artist facilitators]–– Take cognition of learning contexts Take cognition of learning contexts -- urban and rural urban and rural --as well as as well as

developmental learning stages of children and multidevelopmental learning stages of children and multi--cultural groupingscultural groupingsuu To ARTISTSTo ARTISTS

–– Document and share best practice with state as well as UNESCO Document and share best practice with state as well as UNESCO –– Use web resources for documentationUse web resources for documentation–– More advocacy and communication of their work to media and stateMore advocacy and communication of their work to media and state

[UNESCO help because of the need for top down models][UNESCO help because of the need for top down models]


uu East Asia: Assessment East Asia: Assessment -- clarificationclarification–– Changing the mindset of the education system or developing toolsChanging the mindset of the education system or developing tools for for

assessmentassessment–– To what extent can the formal education system be changed so thaTo what extent can the formal education system be changed so that arts t arts

can be accounted for more effectively; formal examination systemcan be accounted for more effectively; formal examination system and and school based assessmentschool based assessment

–– Strong support Strong support -- in the mind of parents “if you don’t accredit it is not in the mind of parents “if you don’t accredit it is not valued”valued”

–– It can be done!It can be done!–– Developing authentic means of student assessment is included in Developing authentic means of student assessment is included in the the

agenda of the Summitagenda of the Summit–– Possibilities of proxy ways of assessmentPossibilities of proxy ways of assessment

uu Don’t limit Summit to primary include secondary and include alsoDon’t limit Summit to primary include secondary and include also artists don’t artists don’t limit to policy makers limit to policy makers -- include artists and students eveninclude artists and students even

uu Do we need a Do we need a shadown shadown student summit alongside the World Summitstudent summit alongside the World Summit


uu Research Research -- the need for publishing the need for publishing –– Setting up a journal on the arts and education for the Asian regSetting up a journal on the arts and education for the Asian regionion–– Validation of research through publicationValidation of research through publication–– Using a publisherUsing a publisher

uu Publishing visual materials and teaching toolsPublishing visual materials and teaching tools–– Dealing with copyright and intellectual property right issues inDealing with copyright and intellectual property right issues in

educational settingseducational settingsuu UNESCO as a mediator UNESCO as a mediator -- honest broker honest broker -- how it questions the status and how it questions the status and

revises the prestige of the arts and education;revises the prestige of the arts and education;–– Perception of the arts needs to be challenged; how do we allow fPerception of the arts needs to be challenged; how do we allow for a or a

range of voices and value systems that are not hierarchically varange of voices and value systems that are not hierarchically valuedlued–– Inclusive making of links Inclusive making of links -- who is included and who is excludedwho is included and who is excluded

uu There are two aspects of the discussionThere are two aspects of the discussion–– the outcomes the outcomes -- what we want to achieve through arts in educationwhat we want to achieve through arts in education–– The tools and strategies for achieving these outcomes The tools and strategies for achieving these outcomes -- how to win how to win

friends and influence people [policy agenda though networking]friends and influence people [policy agenda though networking]–– A sustainable voiceA sustainable voice


uu What are the limitations of UNESCO?What are the limitations of UNESCO?–– How does UNESCO measure impact on arts in education?How does UNESCO measure impact on arts in education?

tt At one level At one level -- limitedlimitedtt UNESCO doesn’t have in house expertise in arts and education UNESCO doesn’t have in house expertise in arts and education -- hence the need hence the need

for this meeting; for this meeting; tt Network the brain power Network the brain power tt There are realistic limits because UNESCO is interThere are realistic limits because UNESCO is inter--governmental but there is also governmental but there is also

a no limit approach! [ a fiction that we would like to live!]a no limit approach! [ a fiction that we would like to live!]–– What is UNESCO’s likely contributionWhat is UNESCO’s likely contribution

tt Observatory, research, publishing of materials could be proceedeObservatory, research, publishing of materials could be proceeded with nowd with nowtt Requests for meetings etc may need other thoughts Requests for meetings etc may need other thoughts -- consult consult tt What is budget? For the world = $USD600,000 but UNESCO is not a What is budget? For the world = $USD600,000 but UNESCO is not a funding funding

agency it spends its money on networking brains; agency it spends its money on networking brains; tt However, there is in the budget some money to support observatorHowever, there is in the budget some money to support observatoriesies

–– Web siteWeb site–– Publishing case studies Publishing case studies –– Evaluating case studiesEvaluating case studies


uu SummitSummit–– Will it follow the usual pattern of having targets?Will it follow the usual pattern of having targets?–– Recommendations?Recommendations?–– Policy mandate: clearing housePolicy mandate: clearing house–– Standards settingStandards setting–– How will general education forums promote and advocate for arts How will general education forums promote and advocate for arts in in

education education -- in the context of a huge demand on the education agenda!?!?in the context of a huge demand on the education agenda!?!?tt How can this community of arts in education people position our How can this community of arts in education people position our sector of sector of

education to the broader command in the light of the demands thaeducation to the broader command in the light of the demands that are put on the t are put on the whole curriculumwhole curriculum

–– Successful summits:Successful summits:tt Not just a meeting of specialists Not just a meeting of specialists -- to convert the unconverted [not just speaking to convert the unconverted [not just speaking

to ourselves]to ourselves]tt An agenda for change An agenda for change -- a clear message a gospel a clear message a gospel -- what is the message/mission! what is the message/mission!

The purpose of the summit is The purpose of the summit is TO CHANGE THE WORLDTO CHANGE THE WORLDtt Need for preparatory regional meetingsNeed for preparatory regional meetingstt Message of transformationMessage of transformation


uu Orality Orality and multiplicity of languagesand multiplicity of languagesuu Address not just artists we also need to reach institutions of eAddress not just artists we also need to reach institutions of education/ ducation/

[sometimes some of the most conservative of institutions!][sometimes some of the most conservative of institutions!]uu The art of living The art of living -- that are supported by the other modalitiesthat are supported by the other modalitiesuu The Summit is a marketing tool The Summit is a marketing tool -- a business like approach a business like approach -- a different face that a different face that

goes beyond providing fuel for the participants; it is marketinggoes beyond providing fuel for the participants; it is marketing to the education to the education and cultural ministers of the world.and cultural ministers of the world.–– There is a need for an agreed marketing slogan [even if we don’tThere is a need for an agreed marketing slogan [even if we don’t always always

specifically agree on the slogan]specifically agree on the slogan]–– Can we agree on the slogan Can we agree on the slogan --

tt the arts making a better world for childrenthe arts making a better world for childrentt Transforming the lives of childTransforming the lives of child

uu The arrangement of the space The arrangement of the space -- how we move from linear to group and circlehow we move from linear to group and circleuu Partnerships enacted Partnerships enacted uu We have evaluated education and found it wanting We have evaluated education and found it wanting -- we have evaluated the we have evaluated the

possibilities of the arts and found it has great potential for epossibilities of the arts and found it has great potential for education!ducation!


uu Why are arts educators so defensive?Why are arts educators so defensive?–– Artists are more valuable than they know!Artists are more valuable than they know!

uu Marketing is not just marketing Marketing is not just marketing -- it is a strategyit is a strategy–– How should we target World Bank? Arts Institutions? Teachers? BuHow should we target World Bank? Arts Institutions? Teachers? Business siness

sectors?sectors?–– What is the purpose of this summit?What is the purpose of this summit?

uu Arts in education is not just one aspect of education, it is perArts in education is not just one aspect of education, it is pervasive. vasive. uu Engaging with the “creative economy”Engaging with the “creative economy”uu Opportunity to EDUCATE ministers!Opportunity to EDUCATE ministers!

–– To attend to deficits in knowledge about arts in educationTo attend to deficits in knowledge about arts in education–– Give the Ministers a “peak experience” at the summit!Give the Ministers a “peak experience” at the summit!

ConclusionConclusion

uu How can we “How can we “democratise democratise the arts for children” the arts for children” --uu The importance of arts The importance of arts inin educationeducationuu A beginningA beginning

ContactContact

uu Robin PascoeRobin Pascoeuu Senior Lecturer, Senior Lecturer, uu School of Education, Murdoch UniversitySchool of Education, Murdoch University

–– South Street, South Street, Murdoch, Western Australia 6150Murdoch, Western Australia 6150

uu Phone 61 + (0)8 9360 7448Phone 61 + (0)8 9360 7448uu Fax 61 + (0)8 9360 6296Fax 61 + (0)8 9360 6296

uu [email protected]@central.murdoch.edu.au

mailto:[email protected]

mailto:[email protected]

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