Expressive arts education in Maltese primary state schools with special reference to peripatetic service

Abstract

The author of this study, a peripatetic music teacher in Maltese primary state schools inquires on her own field of practice. Her aim is to produce a detailed and original account on the state of expressive arts in local primary state schools and the role of peripatetic service in this regard. Through reviewing the literature, the author explains the importance of learning in and through the arts. Through formal questionnaires, details about the present state of education in the expressive arts were gathered from local class teachers, peripatetic teachers of art, drama, music and physical education, as well as heads of state primary schools. The main finding is that although class teachers recognise the importance of education in the expressive arts, most of them delegate it solely to peripatetic teachers, saying that they do not find the time and that they feel incompetent to teach such subjects. On the other hand peripatetic teachers believe that the responsibility to deliver an arts curriculum is not their sole onus since their small complement renders the job logistically impossible and their time in schools is taken up mainly by the preparation for school or national events~ The findings correspond with the author's hypothesis that Maltese children attending primary state schools are not being given a minimum entitlement to an expressive arts curriculum. There is a felt need for appropriate guidelines for pre-service and, in-service training to teachers so that they can integrate expressive arts as part of their daily practice. More adequate space, facilities and resources for practical sessions in expressive arts need to be provided. There should be better deployment of peripatetic teachers of expressive arts with improved inter subject communication and a shift of emphasis from performance and competition to artistic experience and cooperation.