ABSTRACT
The final two chapters of this Reader come from a research project which took place in ten schools 1 where teachers from the Early Years Foundation Stage through Year 6 carried out small-scale enquiries into how children’s work in the creative arts influences their language and literacy development. The schools were all developing ‘creative partnerships’ with a wide range of expert ‘arts partners’, providing children with frequent and sustained opportunities to work in dance, sculpture, textiles, music, animation, architecture, drama, painting, multimedia, storytelling and poetry. In this research, teachers identified themes and patterns in children’s learning across such diverse projects.
