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Beyond Standardisation, Subjects and Syllabi: How Primary Schools Organise for Arts Richness in an Era of Curriculum Reform

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Τίτλος: Beyond Standardisation, Subjects and Syllabi: How Primary Schools Organise for Arts Richness in an Era of Curriculum Reform
Γλώσσα: English
Συγγραφείς: Pat Thomson (ORCID 0000-0002-4801-0000), Christine Hall (ORCID 0000-0001-6066-4800)
Πηγή: British Educational Research Journal. 2026 52(4):3112-3130.
Διαθεσιμότητα: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary Schools, Art Education, Curriculum Evaluation, Educational Policy, School Culture, Educational Environment, Time Factors (Learning), Cultural Awareness, School Administration, Organizational Communication, Leadership Styles, School Space
Γεωγραφικοί όροι: United Kingdom (England)
DOI: 10.1002/berj.70143
ISSN: 0141-1926
1469-3518
Περίληψη: As England embarks on its first comprehensive curriculum review in fifteen years, this paper offers critical insights from schools that sustained arts-rich provision despite a policy landscape hostile to creative subjects. Drawing on data from the Researching Arts-rich Primary Schools (RAPS) project--a mixed-methods study of 76 arts-rich primary schools in England--we analyse how these schools organise themselves to maintain robust arts provision. Using an organisational practices framework encompassing spatial, temporal, cultural, structural, communication and social practices, we show that arts-richness is not simply about what schools teach, but also about how they organise time, space, relationships and resources. Our analysis demonstrates that successful arts provision requires reimagining the school as a 'design' that constantly adapts familiar organisational elements. These findings have implications for the current curriculum review in England and for international readers grappling with similar tensions between standardisation and arts education. The paper concludes that any curriculum reform must attend to organisational conditions, not merely curriculum content, if arts education is to be genuinely accessible to all children.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: EJ1514390
Βάση Δεδομένων: ERIC
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  Data: Beyond Standardisation, Subjects and Syllabi: How Primary Schools Organise for Arts Richness in an Era of Curriculum Reform
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  Data: As England embarks on its first comprehensive curriculum review in fifteen years, this paper offers critical insights from schools that sustained arts-rich provision despite a policy landscape hostile to creative subjects. Drawing on data from the Researching Arts-rich Primary Schools (RAPS) project--a mixed-methods study of 76 arts-rich primary schools in England--we analyse how these schools organise themselves to maintain robust arts provision. Using an organisational practices framework encompassing spatial, temporal, cultural, structural, communication and social practices, we show that arts-richness is not simply about what schools teach, but also about how they organise time, space, relationships and resources. Our analysis demonstrates that successful arts provision requires reimagining the school as a 'design' that constantly adapts familiar organisational elements. These findings have implications for the current curriculum review in England and for international readers grappling with similar tensions between standardisation and arts education. The paper concludes that any curriculum reform must attend to organisational conditions, not merely curriculum content, if arts education is to be genuinely accessible to all children.
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      – SubjectFull: Art Education
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