The educational value of making

This research for the Centre for International Research on Creativity and Learning in Education (CIRCLE) provides a rationale for teaching craft in secondary schools.

Within the National Curriculum for design, technology and art, ‘making’ is identified as an important element of required attainment targets. This chapter explores the place of ‘making’ in the school curriculum, and draws on research into craft education in secondary schools carried out by the Crafts Council between 1994 and 1998. Through research into historical justifications for craft education in schools, it was found that craft knowledge has traditionally been undervalued because it differs from numerate and literate forms of knowledge and is tacit. Its conclusions are based on extensive, empirical research undertaken for the Crafts Council, in which 239 students in 20 schools were interviewed together with their Art and Design and Technology teachers. The sample was representative of the population of secondary schoolchildren in England and Wales. The chapter includes examples of data from this research.

Nicholas Houghton
Dr Nicholas Houghton is Course Director at the Centre for Learning and Teaching in Art and Design (cltad), University of the Arts London. He has worked in education for nearly 40 years, as a lecturer and tutor, teacher educator, researcher, manager and external examiner. At the same time he has developed his own arts practice.
Nicholas studied at Wimbledon College of Art; Slade School of Fine Art, University College London; Nova Scotia College of Art (NSCAD University) and Roehampton University. His PhD was in craft education and his research interests are in craft; the post-secondary art and design curriculum; assessment in art and design and social science research methods. A good proportion of his experience has been gained outside the UK and he has lived and worked in Canada, Portugal and Belgium. His teaching experience includes working at Université du Québec; University of Leeds; Ravesbourne College of Design and Communication; Cleveland College of Art and Design and Escola Superior de Educaçao de Viana do Castelo.

As well as teaching a range of art and design subjects, he has worked as an educational researcher. At London University's Institute of Education he helped to develop methods for undertaking syntheses of educational research findings. In addition, he has undertaken research for a number of government departments, agencies and councils, such as the Crafts Council, engage (the National Association for Gallery Education) and the Learning and Skills Development Agency, for which he undertook various research projects into widening participation. Nicholas is Associate Editor of the International Journal of Education through Art.