ABSTRACT
The position of arts education in the United Kingdom often sets trends for international arts education policy and practice. The place of testing and standards has been a persistent fetish in the UK that has affected both the place and role of arts education. One of the key jobs of research is to support the ongoing policy argument about where the arts should sit in the curriculum. The research reported here is also part of that argument and should if heeded connect creativity and arts education as central to a 21stcentury curriculum.
