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.

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

of art and design (NSEAD,2016)

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

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

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

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)

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

.

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)