Introduction

Reflecting on the responses I heard in New Zealand to the Draft document, it was clear that there were important similarities to what we in the UK faced recently: we were close to the adoption of a policy which would have severely distorted the educational potential of the arts. I refer to the proposed adoption of a generic arts policy. I offer here a contribution to current thinking about arts-education in New Zealand, for which I developed considerable respect and interest.

To clarify the issues, I shall first consider the notion of generic arts in general. This is essential since in the UK and, as I have discovered elsewhere, the whole question has been clouded in confusion: indeed, the only support for generic arts was based on a widespread failure to clarify just what the notion amounted to, and its practical consequences for the arts in education.

After this clarification, I shall apply the conclusions to New Zealand, and the Draft Curriculum in particular. I hope and believe that New Zealand can, and will, avoid the mistakes made in the UK, and, more seriously, the disastrous mistakes which were just averted.