The World-Class Teaching programme aimed to improve teachers’ capacity to bring Global Learning into the classroom, developing quality teaching and learning materials for their specific subjects, worthy of Ofsted ‘outstanding’ rating.
A recent UNESCO study recognises that although Global Education in different countries and communities is offered in different ways, it nevertheless, has a number of uniting elements. The most important among these is fostering in learners:
- an attitude supported by an understanding of multiple levels of identity, and the potential for a “collective identity” which transcends individual, cultural, religious, ethnic or other differences;
- a deep knowledge of global issues and universal values such as justice, equality, dignity and respect;
- cognitive skills to think critically, systemically and creatively, including adopting multiple perspectives;
- an approach that recognises the different dimensions, perspectives and angles of issues;
- non-cognitive skills including social skills such as, empathy, conflict resolution and communication;
- skills and aptitudes for networking and interacting with people of different backgrounds, origins, cultures and perspectives;
- behavioural capacities to act collaboratively and responsibly to find global solutions for global challenges, and to strive for the collective good.
(From: Global Citizenship Education:Preparing learners for the challenges of the twenty-first century, UNESCO, 2014.)
This makes it crucial for education to give learners the opportunity and competences to reflect and share their own point of view and role within a global, interconnected society, as well as to understand and discuss complex relationships of common social, ecological, political and economic issues, so as to derive new ways of thinking and acting. However, Global Education should not be presented as an approach that we may all accept uncritically, since we already know there are dilemmas, tensions, doubts and different perceptions in an education process when dealing with global issues.
There are many definitions of Global Education. The Maastricht Global Education declaration (2002) states:
- Global Education is education that opens peoples’ eyes and minds to the realities of the globalised world and awakens them to bring about a world of greater justice, equity and Human Rights for all.
- Global Education is understood to encompass Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention and Intercultural Education; being the global dimension of Education for Citizenship (From: Global Education Guidelines,The Council of Europe).
A Global Learning approach can enhance the Art & Design curriculum which is to ‘engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design’. It can also help students to ‘think critically’ and better understand ‘how art and design both reflect and shape our history’.
Themes from the World Class Teaching Global Learning Framework such as: Peace and Conflict Resolution; Poverty; Sustainable Development; Political Power, Democracy and Human Rights; Migration; and Diversity and Intercultural Relations could be explored through certain elements identified in the programme of study for Art and Design.
The materials in this handbook provide a sample of ideas from the categories outlined in the National Curriculum. It is hoped that this will model a process of curriculum development which can be applied to other themes and topics and result in Global Learning being systematically embedded in Art and Design.
Global Learning opportunities in Art and Design teaching have been identified from the national curriculum and modelled in the Global Learning Teaching Toolkits.
The new Art and Design curriculum offers a real opportunity for teachers to enhance students’ learning by the integration of global issues in their teaching. The emphasis on teaching in context and understanding the uses and implications of art and design is made clear in the aims to ensure that all students:
- produce creative work, exploring their ideas and recording their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyse creative works using the language of art, craft and design
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
In the programme of study the importance of teaching through a ‘global lens’ is highlighted through the production of creative work, exploring ideas, recording experiences, evaluating and analysing creative works and understanding the historical and cultural development of art forms.
Production of creative work, exploring ideas and recording experiences:
Students can engage with their surroundings, culture and experiences and produce a considered response. Outcomes may be personal, political or cultural.
Evaluate and analyse creative works using the language of art, craft and design:
This could include aesthetics and art criticism by ways of examining symbolism, metaphors, and representations in works of art as well as applying these areas to convey meaning.
Know about great artists, craft makers and designers and understand the historical and cultural development of their art forms:
This could include aesthetics and art criticism by ways of examining symbolism, Historical and cultural components consciously and subconsciously influence artists, craft makers and designers in their outcomes. These components also influence ‘consumers’ in their interpretation.
Underpinning these elements is the importance of including a real world context within subjects in the school curriculum. Global Learning should be seen as a pedagogical approach that is relevant and appropriate to the construction and application of knowledge within a subject.