Insights into inspirational arts practice in schools: Investing in an integrated arts curriculum
Written By: Author(s): Adrian Pitts
- Art and design |
- Curriculum |
- Drama |
- Music
7 min read
Tonbridge Grammar School is an Academy IB World School with 1182 pupils on roll and 2 per cent pupil premium. There are two members of staff in the music department, including a full time head of department and a part time music teacher who is also the school’s assistant head teacher. Additionally, there are 16 visiting peripatetic music teachers. Tonbridge Grammar students follow a compulsory programme of music, drama and visual arts until the end of Year 9 following the Middle Years Programme (MYP) of the International Baccalaureate. This is supported and enriched by a wide-ranging programme of co-curricular activities.
I was head of music for 16 years prior to becoming assistant head, where I placed emphasis on developing a wide range of musical performance opportunities, with access for all abilities as well as auditioned ensembles. Although about 30% of our students were in our school peripatetic system, not many were involved in ensembles from the start, and linking the co
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This article was published in September 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
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