Mike Ingham, Creative Manager for Performance in Education

In the light of the recent riots it’s extremely telling that one word has been missing amidst the demands for blame, answers and justice. Absent from the rhetoric of Whitehall, even from the comments of the Secretary of State himself. I find it disappointing that education has been all but ignored by the very people who should be looking to it for solutions. Education has the biggest contribution to make in healing communities and enabling young people to have a better understanding of their roles and responsibilities within society.

Not least within this is the opportunity for all aspects of the arts to address issues of disconnection, disaffection and self-esteem. And I don’t mean that in a woolly, left-wing, arty-farty way. I mean using the arts as the most appropriate learning methodology to address these challenges. With a clearly defined focus to engage on an emotional level we can change behaviour, challenge preconceptions and generate a sustainable improvement in how vulnerable young people relate to the world around them.

Jeremy Newton’s feature (p5) highlights the role the arts should be playing in a balanced curriculum. I share his concerns that the more the government aims to narrow the curriculum, the more arts-based subjects will suffer. Traditionally, pupils who don’t enjoy classroom-based learning excel given the chance to work more kinaesthetically, be that in arts subjects or PE. As well as defying overwhelming evidence, this latest political fad runs the very real risk of deepening young people’s disengagement, not just from arts activities but from education as a whole.

I was saddened to read the challenges faced by Arts Asia’s work within the Find your Talent Scheme (p8), not least because of the excellent opportunities it has created for young people to experience performing at prestigious events and venues. For its participants’ work and commitment to be valued in such a way must be an incredible boost to their confidence and self respect. This situation highlights the importance of a government committing to funding programmes throughout their entire lifespan. I wonder what example cutting and running mid-project sets to young people when we try to teach them the importance of making a commitment and seeing things through.

Despite the doom and gloom of prevailing political conditions it’s heartening to read throughout this issue that there’s a shared demand to preserve the arts as a crucial part of every pupils’ school life. In working with tens of thousands of young people in schools across the country we see just how valuable these experiences are. Addressing the fears, prejudices and preconceptions of today’s teenagers is an emotional process and nothing gets to the heart of the matter more effectively than the emotional learning the arts can inspire.

There are two paths ahead of us – one where we can punish young people into changing and one where we can educate and motivate them. I know which road I’m on, fingers crossed somebody in Westminster agrees.