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Twenty years ago. Dr. Gloria Ladson-Billings (1992) introduced culturally relevant teaching aimed at improving academic success through ennbracing and integrating students' cultural heritage, and including their home and community cultures in the school curriculum and learning environment. Today, using the phrase "culturally responsive teaching," many educators (Gay, 2010; Hanley & Noblit, 2009; Taylor & Sobel, 2011 ) continue to support and expand on Landson-Billings'framework. Dr. Geneva Gay (2010) notably defines culturally responsive teaching as "using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. lt teaches to and through the strengths of these students" (p. 31 ). P.18

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Twenty years ago. Dr. Gloria Ladson-Billings (1992) introduced culturally relevant teaching aimed at improving academic success through ennbracing and integrating students' cultural heritage, and including their home and community cultures in the school curriculum and learning environment. Today, using the phrase "culturally responsive teaching," many educators (Gay, 2010; Hanley & Noblit, 2009; Taylor & Sobel, 2011 ) continue to support and expand on Landson-Billings'framework. Dr. Geneva Gay (2010) notably defines culturally responsive teaching as "using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them. lt teaches to and through the strengths of these students" (p. 31 ). P.18

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The Cultural Education Challenge is a call for schools, arts and cultural organisations, music education hubs, local authorities, further and higher education institutions to come together to offer a consistent, and high quality, cultural education for all.

We believe that every child should be able to create, compose, and perform in their own musical or artistic work. They should all be able to visit experience and participate in extraordinary work, and be able to know more, understand more, and review the experiences they’ve had.

But cultural education provision is still variable, excellent in some areas, in others much is fragmented, or lacks the profile to make it visible to schools, families and communities. There is great potential to do more to ensure that all children have access to great arts and culture. (Arts Council England 2016)

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It supports personal, social,

moral, spiritual, cultural and creative development.
The inclusive, diverse, transformational and restorative power of the visual arts is in evidence among at risk and hard to reach children, young people and adults, enabling

them to have productive and successful lives. The role of the participatory arts is well

documented in its unique ability to effect social and cultural change

.

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By developing curriculum connections with PSHE, pastoral and community based schemes,

art and design teachers are able to provide additional opportunities for students to work within the

broader community. This will help them learn how to collaborate on projects and to explore how their

contribution to the community can make a difference.( NSEAD 2015)

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By basing projects and learning in their community, young people are able to engage directly

in relevant local issues and develop social responsibility, both through research and practical

projects, such as creating works for specific spaces and communities.

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For example, when young people create their own masks, these should represent their own culture and purposes by creatively applying what has been gained through their study of other cultural, historical

and ceremonial contexts, mask-making cultures and ‘masking’ activities.( NSEAD 2015)

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Opportunities for exploring social and cultural diversity through the study of the issues that shape our

own lives, our communities, beliefs and the wider forces of globalisation should be relevant in all areas

of art and design (NSEAD,2016)

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As pupils progress, they should be able to think critically and develop a more

rigorous understanding of art and design. They

should also

know how art and design both

reflect and shape our history, and contribute to the culture, creativity and wealth of our

nation.

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Using Art to Break Down Cultural Barriers

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Using Art to Break Down Cultural Barriers

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Ignorance about other cultures can lead to community divide, art  can be used as a  tool to enable and promote community cohesion.