Abstract :
This paper presents the findings of a small-scale
qualitative research enquiry into some of the
effects on the primary school art curriculum of
the introduction of the National Literacy and
Numeracy Strategies in 1988 and 1999. Five art
curriculum co-ordinators and an additional part
time specialist art teacher, drawn from five inner
city primary schools in two London boroughs,
were the subject of a semi-structured interview
designed to elicit data on the broad changes in
primary art education. Key external factors were
the introduction of the Art National Curriculum in
1992, its subsequent development and its current
condition during a period of ‘relaxation’ of the
Orders, following the government’s introduction
of the Literacy and Numeracy Strategies. Little
official attention has been given to other, perhaps
unintended, outcomes of the latter strategy
across the curriculum. This study gives an insight
into the experience and perceptions of some of
those carrying the responsibility for leadership of
art in school in the primary phase.
