The Unit of Allied Arts has social responsibility for coordinating specific art forms of Dance, Drama, Music, Art and Craft and Physical Education and Sports as part of the national curriculum of the school.
However, the Expressive Arts programme is not generally perceived to be as important as other subjects on the curriculum. In fact there are a number of factors that militate against the successful implementation of this programme. These include inappropriate physical facilities, limited teaching personnel and inadequate supply of instructional material and equipment.
There is no doubt that the implementation of an Expressive Arts programme in schools contributes to the integration of the curriculum for a balanced education for the school populace.
In addition, such a programme will provide the opportunity for learners to develop respect for authority, colleagues, self and self discipline skills in critical thinking, decision making, conflict resolution and problem-solving.
It is important to note that a number of Allied Arts/Expressive Arts Departments have been established in Secondary Schools and learners have offered aspects of the programme at the level of CSEC.
Bearing in mind that there are desirable outcomes which could be derived from an enabling Expressive Arts environment, eg one that is free of gender bias. It is prudent that the identified issues be addressed in a strategic manner.
This document therefore seeks to provide guidelines for the effective utilization of resources (financial, human and material) and the successful implementation of the Expressive Arts programme at the Early Childhood, Primary and Secondary levels.
