There are many ways in which children may be disadvantaged if they are not provided with the opportunity to join in with expressive arts.



On one of my placements I had a primary five class in a school situated in a very disadvantaged area, the majority of the class were very challenging to work with and often very loud, talking almost continually throughout all lessons. In this class there was a pupil who was very shy, she was often absent from school and as a result of this she did not appear to have any strong friendships within the class and was often teased by the others. However when she took part in drama lessons she would completely change, and she would take the role of the team leader. In drama lessons this class would sit and watch others interpretations much better than they would listen in a classroom, this meant this girl was able to put across her views and opinions in a setting where she felt comfortable and able too talk. Without regular drama lessons this child would not have had the opportunity to work with her classmates in this way.



Children who do not have regular drama experience are missing out on being able to work in this environment. Also without drama children are missing out on the chance to explore and discuss why people may behave in certain ways, and look deeper into issues than they may do by reading a book on the topic. For example by using the drama tool of “hot seating” a character, children can work together to explore the reasons why this character may think or act in a certain way, which promotes understanding and consideration of others. “By learning through the arts, students are engaging with ideas rather than reporting on them.” (Goldberg 1997 Page 63)





Pupils who are not given opportunities to work with music on a regular basis are being put at a disadvantage, apart from the enjoyment and emotional stimulus music offers, for example for relaxation, then there are unlimited situations where music can enhance a child’s learning across other curricular areas.



Children who are dyslexic can often have problems with number work and writing and reading these numbers can be confusing and frustrating. When children are not provided with the opportunity to explore these numbers through another way than written work they are being put at a disadvantage. Maths work such as counting, patterns, cardinality and ordinality can all be taught or reinforced from rhymes and songs. Using beat, rhythm and repetition then children would be able to learn a lot from music that could help them in maths, and this is true of music and other curricular areas. “Unity of teaching and learning occurs because of the vibrant interaction of the arts disciplines which are strengthened when collaboration and mutual support for, and, from, other curriculum subjects takes place.” (Bloomfield and Childs 2000 page 1)





Young children are very tactile and will enjoy learning through experimenting with instruments or paints, without the opportunity to do this, children are not being allowed to learn at their own pace through exploration. In my nursery placement I often saw children at the collage table producing work that they would then be keen to discuss, one child made a television. She had made the screen silver and put various buttons on the front with a wire made from string at the back. She then asked me what these things were called, as she had seen them in her own house and could clearly create a model of them but did not know their names of uses. Without this collage table children would not have been so well equipped to make models and therefore would have missed out on that valuable learning opportunity. “Children develop understanding in many different ways but they learn best in an environment where they feel safe, secure, confident and have opportunities for enjoyment. Children deepen awareness of themselves as learners by planning, questioning and reflecting. They consolidate this learning when they have the time and space to engage in activities in depth. They develop theories through investigation, first-hand experience, talk and play.” (3-5 curriculum framework 2002 page 3)



Art helps children to develop their hand eye coordination and motor skills from pencil control, using small tools, cutting and sticking. In being denied the opportunity to learn though art children may be behind in developing these skills. Similarly children who don’t participate in regular physical education lessons are being disadvantaged as they are not being given the chance to develop their gross motor skills. These skills are essential to the team and solo sports, for example kicking in football, throwing and catching in netball or running in the best position for relay races.



Children not participating in physical education are missing out on the emotional and physical benefits of playing such sports to the best of their ability. As is common to other expressive arts areas then without being allowed to join in with physical education children are losing chances to develop team work and negotiation skills. Without the expressive arts children are being denied the opportunity to develop their skills of interaction with classmates and the teacher, as expressive arts would provide an ideas setting for this to take place