We must drop the « arts » versus « science » narrative
Education for the creative industries has been rapidly growing for many years. Still, in the UK, talk of making arts degrees cheaper than science courses disregards the mix of disciplines that creative industries demand. New and innovative higher education courses, such as creative coding and technology and creative business management, have been introduced to keep ahead of the exploding demands of the world we live in.
As part of a major potential overhaul of school-leaver education, ministers have suggested the possibility of setting a lower tuition fee cap for university courses – including the creative arts – that are deemed to have lower median salary outcomes. Segregating subject areas in this way, however, and valuing certain areas of study as worth more than others, is archaic and would undermine the cross-sector collaboration that is fundamental to contemporary education.
Science subjects or STEM disciplines can no longer be considered in isolation from the impact of creativity and innovation. A successful economy must be based on a diversity of approaches and skills, and an attempt to limit the natural relationship between creativity, innovation and productivity is unlikely to contribute to building a thriving economy. It is essential that the terminology and attitudes towards “the arts” evolve in the same way that creative education has changed to provide innovative and up-to-date education that meets the demands of the modern workplace.