SPECIFIC ISSUES IN THE EXPRESSIVE ARTS

Displays, productions and competitions

Participation is one of the main ways in which children learn. They learn through taking part in creating and designing, presenting and performing their work in many different contexts, from individual activity to small and larger groups, within and outwith the school. From time to time, it may be appropriate for pupils to participate in displays, exhibitions, open days, plays, concerts, festivals and sports, some of which may be competitive. These experiences can be valuable, giving pupils the satisfaction of working as part of a team, a 'sense of occasion' and achievement and pride in taking part.

Within the classroom context, presenting and performing work is part of the learning process. It occurs at all stages and within and across levels of attainment; it stimulates ideas, motivates discussion, and should ultimately give pleasure to both performer and audience, while at the same time extending understanding of skills and concepts and clarifying the process of evaluation. When pupils are engaged in showing their work, for example their model, their dramatic play, their arrangement of a tune or their gymnastic sequence, they are able to share their efforts with others, receive feedback, gain confidence and enjoy the personal responses and satisfaction felt on such occasions.

When the situation and resources are favourable and appropriate, class or school displays and productions may sometimes be offered to a wider audience. When a public event is planned, the emphasis shifts from the process of learning to a more disciplined, organised and polished activity, which can provide a natural opportunity to combine activities from two or more of the expressive arts subjects and open up new avenues of experience and discovery. A planned event of this kind can serve to unite all those who are involved; pupils will gain much enjoyment and satisfaction from working together as a team with teachers, parents and other members of the community to achieve the best possible product or result.

The same may be said for competitive festivals and sporting events. For individual pupils and for groups or teams, competitions may provide a catalyst which reveals new talents and gives increased confidence, poise and commitment. Pupils who are motivated by preparing for and participating in a particular event will frequently achieve better standards of performance than may otherwise have been expected.

The way competition is handled, by both pupils and adults, is important. Pupils should be taught to have high but realistic expectations of themselves and to appreciate the values of fair competition and judgement. They should be prepared to accept disappointment as well as success, so that whatever the outcome they can experience a sense of personal achievement and increased confidence and self-esteem as a reward for their best efforts. Teachers and other adults involved in organising, judging and refereeing must always be supportive, well-prepared, scrupulously fair to all participants and as constructive as possible in their comments and criticisms.

Opportunities to visit exhibitions, productions or competitions, or to watch them on television or on video, can also be very valuable. Seeing the work and performance of others, often experts in their field, will contribute to pupils' knowledge and understanding of visual, dramatic, aural and physical activities; and discussion and evaluation of what they have seen will help pupils to develop critical awareness and to become informed participants and spectators.