How could expressive arts sessions relate to the four purposes of the curriculum (Donaldson, 2015)? - Jade Staniforth

Hi University Bloggers!

As the implementation of the new curriculum draws in, we have been looking at the Areas of Learning and Experience (AoLE) and the four purposes which have been proposed. This blog will specifically look at expressive arts and how it can relate to the four purposes. 

The new curriculum ‘Successful Futures’ pioneered by Graham Donaldson, is due to be implemented by 2022. The review has set out a proposal for six Areas of Learning and Experiences, which should aim to be taught as cross-curricular subjects and should encourage creativity within the classroom. One of the six areas are ‘Expressive Arts’ (Donaldson, 2015). The expressive arts Area of Learning and Experience will encompass ‘art, drama, music, film and digital media’ (Donaldson, 2015. P. 44), and should encourage and develop progression for the learners, as well as stimulate their creativity.

Barnes-Smith (2014) argues that implementing expressive arts into the curriculum allows the practitioners to engage the learners and encourage them to explore their inner emotions. Moreover, the individual will have a deeper understanding of their own emotions allowing them to deal with stress more efficiently. Expressive art sessions within the curriculum will also provide the children with a safe environment to express and communicate their feelings allowing them to feely be themselves. This will improve their overall self-esteem and self-confidence; therefore, their mental well-being will substantially improve (Barnes-Smith, 2014). By allowing the pupils to develop these skills, directly relates to the aims of the four purposes; therefore, showing the importance expressive arts can have on the overall outcomes of the ‘Successful Futures’ review (Donaldson, 2015).

The Welsh Government (2017) state that the Areas of Learning and Experience outlined in the ‘Successful Futures’ Review (Donaldson, 2015), will cover expressive arts throughout the breadth of the curriculum. A document outlining ‘what matters’ in the context of the six areas, and clearly outlines how they can aim to relate to and address the four purposes of the curriculum. The Welsh Government (2017) notes that the expressive arts require the learner to be taught through exploration and practice. Expressive art subjects require the learner to be fully active in ‘doing’, therefore, knowledge and understanding of the subject will be acquired.

The school environment provides the learner with a variety of settings to explore expressive arts. This exploration will encourage the learner to foster their own curiosity; therefore, stimulating their willingness to learn and carrying this enthusiasm throughout their lives. A curious nature alongside expressive art subjects, will also inspire the learner to take creative risks. This will support their learning by giving them skills that will allow them to challenge themselves and develop their overall confidence; moreover, developing learners who will be confident to connect and transfer their learning to different contexts. Expressive art subjects also allow learners to express and communicate in a variety of diverse manners. According to the Welsh Government (2017), these aspects will aid learners to become ambitious capable learners who are ready to learn throughout their lives.

Learners will also have the opportunity to take ownership over their learning through expressive arts sessions and allow them to be resourceful and ambitious. Freeman, Sullivan and Fulton (2003) argue that expressive arts ‘are holistic in nature, requiring participants to represent externally what takes place internally’ (Freeman, Sullivan and Fulton, 2003). P. 131). Expressive arts give the learner an outlet to express their ideas through a range of medias and will further promote autonomous learners (Welsh Government, 2017). Autonomous learners become competent in setting their own learning tasks and are more likely to be successful and achieve their goals. It is argued that autonomous learners develop greater confidence in their own abilities and have more independence. Moreover, the learners are able to assume different roles and work effectively in teams (Snodin, 2013). These skills relate specifically to the four purposes and support learners to become enterprising, creative contributors who ‘lead and play different roles in teams effectively and responsibly, express ideas and emotions through different medias, give off their energy and skills so that other people will benefit and are ready to play a full part in life and work’ (Donaldson, 2015. P29).
Through expressive arts, learners will also be given opportunities to engage in a range of art forms which will allow the students to study over a period of time and a span of places. The Welsh Government (2017) state that engaging in expressive arts will enable them to have a deeper understanding for their own culture and respect their own identity; moreover, learners will be able to appreciate their own actions whilst recognising the impact of them. Thus, aiding the learners to become ethical, informed citizens who are ready to be citizens of Wales and the world.

Expressive art subjects such as; drama, offer learners an opportunity to participate in activities that require the, to take on different roles (Welsh Government, 2017). It is widely accepted that expressive art subjects provide opportunities to overcome self-consciousness and develop their personal confidence. Therefore, leading to an improved awareness of self with a deeper understanding of peer relationships. Common characteristics of social skills are developed during the study of expressive arts due to its vast nature in topics. Social skills are crucial for positive relationships and will further enhance their social interactions, allowing them to convey their emotions and ideas more efficiently. (Freeman, Sullivan and Fulton, 2003). These essential skills can aid learners to become healthy, confident individuals ready to lead fulfilling lives as valued members of society.
‘Expressive Arts promotes the four purposes through the interconnecting creative learning processes of ‘explore and experience, create and express, respond and reflect’’ (Welsh Government, 2017. P. 3).



An example of using a form of expressive arts to promote the four purposes was during an afternoon at University whilst we worked with a group of young learners from a local primary school. As the visit took place on the 23^rd March, we decided as a group with our lecturers to focus on the Spring Equinox and plan a lesson that surrounded this. The Spring Equinox falls on the first day of Spring each year and occurs when the day and night are nearly equally as long (Barrow, 2013). Myself and three other students led a group of pupils to our onsite forest area to conduct our activity where we instructed the children to split into two groups and come up with ideas for their own ‘production’ which they would present for the other group. Some pupil’s made music using nature and others took on a more theatrical approach. This activity encouraged the children to express themselves freely and engage with their own emotions. Furthermore, their creativity was fostered throughout the activity and they were able to work as a team whilst encouraging each other’s confidence.

Barnes-Smith, D. et al. (2015) Expressive arts as a means of increasing well-being in children. Undergraduate Thesis. University of Montana. Available at: https://scholarworks.umt.edu/cgi/viewcontent.cgi?referer=https://www.google.co.uk/&httpsredir=1&article=1043&context=utpp (Accessed: 06.04.18)

Barrow, M. (2013) Equinoxes. Available at: http://www.primaryhomeworkhelp.co.uk/time/equinox.html (Accessed: 12.04.2018)

Donaldson, G. (2015) Successful Futures: Independent Review of Curriculum and Assessment arrangements in Wales. Welsh Government. 

Freeman, G., Sullivan, K., & Fulton, R. (2003) ‘Effects of creative drama on self-concept, social skills, and problem behaviour’, The Journal of Educational Research. 96(3) pp. 131-138

Meehan, J. (2015) Expressive arts. Available at: https://www.conwyartsandmusic.org.uk/en/updates/2015-03-03-the-expressive-arts-are-proposed-as-one-of-six-areas-of-learning-and-experience-in-professor-donaldsons-review-of-the-education-curriculum-in-wales (Accessed: 12.04.2018)

Snodin, N. (2013) ‘The effects of blended learning with a CMS on the development of autonomous learning: A case study of different degrees of autonomy achieved by individual learners’. Computer and Education. 61(1) pp. 209-216

Welsh Government (2017) Expressive Arts: AOLE. Available at: http://gov.wales/docs/dcells/publications/180131-expressive-arts-en.pdf (Accessed: 08.04.2018)