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The Profession 18/19

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Cat ScuttSeptember 2018

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This Issue

Issue Contents

Our foot’s in the door

By Teresa Cremin

Teaching and assessing creativity in schools in England

Assessing ‘collaborative creativity’: An investigation into how we can evaluate collaborative creativity in a Year 9 KS3 music classroom

By Sophie Ivett

‘Not thinking, just using Logic’: Creativity in science education

Dialogues in creative science-art education

Valuing the arts in education

By Peter Gregory

The awkward arts: Why the teaching of the arts should be challenging for schools

By MARTIN ROBINSON

Principles and techniques that underpin art teaching

Bringing arts back from the brink

Possibility thinking developed through the arts in a Year 3 classroom

By Elena Natale

How can we embed arts across the primary curriculum?

By Matthew Courtney

Embedding the arts within the primary curriculum

By Kerri Sellens

Putting theory into practice: The value of an interdisciplinary approach to teaching

By Anna Bramwell-Dicks

We made it up ourselves! In praise of children as composers

By Vanessa Young

Alternative models of Key Stage 3 music provision

By David Guinane

Safeguarding musical progression in a cross-curricular planning approach in primary schools

By Elizabeth Stafford

Cognitive Load Theory explored through modelling in the practical classroom

By Josie Morgan

In defence of the arts

By Carolyn Booth

All The School’s A Stage: Embedding drama into the primary curriculum

By Sarah Seleznyov

Using Drama for Learning – how and why it works

By Patrice Baldwin

How can drama be used to improve achievement and engagement across a range of subjects?

Create and Dance – unlocking literacy and the wider curriculum

The place of dance in a broad and balanced curriculum

Professional learning to embed learning in and through the arts in the primary curriculum

By Rebecca Raybould

Death of the CPD twilight: Improvement in children’s writing through impactful arts-based CPDL

By Vicky Storey

Sustaining and growing subject passion: What can be learnt from the artist teacher?

Remapping photographic education

By Megan Wellington-Barratt

Creativity: should it be disruptive and playful or bounded by knowledge and discipline?

Using immersive storytelling as a tool for developing compassion and cultural capital

By Penny Rabiger

Supporting wellbeing through the arts

Challenging Able, Interested and Motivated (AIM) children within and beyond core subjects: a case study

By Adam Burtonshaw

The experience of generalists teaching art: Reflection on the lived experience

Dialogic teaching: Using wordless texts to develop children’s cultural literacy learning

By Victoria Cook

Research-based training – translating evidence into practice one bite at a time

Using the drawing effect to bridge the vocabulary barrier

By Henry Sauntson

The importance of regular review for long-term learning

By Rebecca Nobes

Cultural capital

By Barbara Bleiman

The Plymouth Oracy Project: Its impact on non-academic measures of pupil success

Digital Methods for the English Classroom

By Michaela Mahlberg

Cultural Literacy in the KS3 Curriculum

By Helen Howell

Creative collaboration: Teachers and writers working together

By Teresa Cremin

Creative writing through the arts in primary schools

By Lyn Corderoy

Empowering SEN children through engaging in the arts

By Claire March

‘What are you doing?’ ‘Oh, I’m just looking at the art!’ Children in residence at Tate Liverpool

By Deborah Riding

2-Curious: The potential of performance-based practice in dialogue with early years practice

By Rachel Holmes

What’s different about arts teachers (and why it matters)

Puppetry and playfulness: The role of the teacher when using arts organisations and programmes in schools

By Teresa Smith

Making the Most of Museums: the case for learning through objects

A case study detailing the role of art, sport and culture in mental and physical development, and behaviour management

By Lisa Fathers

Other Issues

Interim Issue: Evidence-informed Practice Issue 1: Assessment Issue 2: Science of Learning Issue 3: Developing Effective Learners Issue 4: Designing a curriculum Issue 5: Developing a learning culture Issue 6: Broad and balanced curriculum Issue 7: Arts, creativity and cultural education Special All-Schools Issue: 2018 Special Issue January 2019: Education Technology The Profession 18/19

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