ABSTRACT
The arts and humanities are often contrasted in a polarity with science, maths and information technology. Some have even argued that the coming of the National Curriculum has so altered the balance of science in primary education that the curriculum is ‘led’ by science in many schools (Taylor and Andrews, 1993). They suggest
in many schools, a whole year’s projects and topics are definitively listed in advance on staffroom notice boards, ensuring an inflexibility in learning-inert and sterile…with cursory, superficial approaches to topic work, the arts frequently featuring as little more than servicing agencies for a science-driven curriculum.
