Showing survey response
Respondent:
10
Start time:
2024-11-04 02:43:37 -0800
Completion time:
2024-11-04 02:54:41 -0800
Email:
anonymous
Name:
Language:
English (United States)
Role:
School Administrator
Nationality:
New Zealander
Grade level:
Primary (Grades 1-5);Secondary (Grades 6-9);
Curriculum:
UK (British Curriculum)
Arts value:
Strongly agree
Schools support arts:
Strongly agree
Opportunities for arts:
Disagree
Arts skills useful:
Strongly agree
Arts mandatory:
Yes, it is mandatory for all students
Mandatory grade groups:
Primary (Grades 1-5);Secondary (Grades 6-9);
Should be mandatory:
Yes, for all grade levels
Should be mandatory grades:
Other areas benefit:
Core subjects (e.g., math, science, language);School events and exhibitions;Community partnerships and collaboration;Extracurricular activities;Elective classes;Student projects;
Topics in curriculum:
Music;Drama/theater;Digital arts;Arts history;
Benefits:
Improve creativity and self-expression;Develop problem-solving and critical thinking skills;Enhance collaboration and teamwork;Provide technical skills relevant to future careers;Improve local and global cultural awareness and appreciation;
Open ended idea:
Creating a Unified Arts & Design for Well-being Framework: a curriculum aligned with Dubai Vision 2031, designed to foster inclusivity, well-being, and creativity in arts education for K-12 students, including students of determination.
The framework would integrate adaptive art modules, therapeutic practices, and collaborative projects that build higher order soft skills like empathy, critical thinking, and resilience.
Personalised Arts Development Plans (PADPs) would support each student’s unique growth, while school-wide exhibitions celebrate diverse creativity.
Through teacher training and tailored student support, this curriculum would cultivate an inclusive school culture that prioritises emotional resilience and social cohesion, preparing students as compassionate, future-ready contributors to society.