One of the consequences of the "maths and science" mantra so often invoked in conversations about education nowadays is the ill-informed notion that the arts are an indulgence rather than a vital part of the curriculum at primary and high school level. What used to be perceived as competing left-brain and right-brain activities or subjects are now recognised by educationists and neuroscientists alike as complementary — or, to phrase it more strongly, as mutually dependent. There is, however, a risk attached to advocacy for the central place of the arts in childhood and adolescent development. Once they are embraced as a necessary aspect of early learning, a false corollary emerges: if art and creativity are associated with youth, then (the false logic suggests) we "grow out of" them as we become adults. Many parents think of theatre, for instance, as something that is good for their children but not as something they have the time or inclination to pursue for themselves.This poses a...

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