Council of National Cultural Institutions - Lighting a Fire

“…..dreamers of dreams… movers and shakers….” (O’Shaughnessy 1874)

Paul Roberts

www.cceengland.co.uk

We know what we need

"There are powerful reasons to believe that what worked spectacularly between 1960 and 2010 will not work between 2010 and 2060.“

"It will depend on individuals who are open to ideas and arguments and who are part of teams in which vigorous debate, dissent and discomfort exist. It will require a culture of openness - to argument and to ideas, experts and outsiders, the young and the new."

Oceans of Innovation: The Atlantic, the Pacific, global leadership and the future of education(Barber, Donnelly and Rozvi 2012)

Is this what we’ve got (1) ?

(1) The Test-Score/Interest Paradox

Is this what we’ve got (2)?

 1. Inquisitive Wondering and Questioning

Exploring and InvestigatingChallenging assumptions

 2. Persistent Managing uncertainty

Sticking with difficultyDaring to be different

3. Imaginative Playing with possibilitiesMaking ConnectionsUsing intuition

 

Building the Creative Generation (1)

 4. Disciplined Crafting and Improving

Developing techniquesReflecting critically

5. Collaborative Cooperating appropriatelyGiving and receiving feedbackSharing the ‘product’

 

Building the Creative Generation (2)

High System

Low System

High Functioning

Low Functioning

Low performing schools

Schools with high test scores but low pupil independence and motivation

Schools with high test scores and independent motivated pupils

Schools with creative activities which are enjoyable but do not impact pupil learning

What type of school does it need (1)

What type of school does it need (2)

Role of the teacher

Nature of activities

Organisation of time

Organisation of space

Approach to tasks

Visibility of processes

Guided

Contrived

Bellbound

Classroom

Individual

Hidden

Static

Ignored

Some

Directed

Challenging

Authentic

Flexible

Workshop

Group

High

Mobile

Central

All

Self managing

Location of activities

Self as learning resource

Inclusiveness

Role of learner

“While the arts have no monopoly on creativity, they foster it particularly well.” (Arts in Education Charter)

The Intrinsic: Culture enriches lives

The Extrinsic: Culture changes lives (1)

• Self-confidence and personal identity

• Creativity and problem solving

• Self-discipline and team work

• Communication

• Challenge to adult under-expectation

• Combatting disaffection and underachievement

……no monopoly on creativity but……..

The Extrinsic: Culture changes live (2)

• Personalised learning and commitment

• Talent and career pathways

• Culture providing livelihoods

• Mass participation ( not just observation)

• Community cohesion

What are the characteristics of a cultural offer? (1)

• Learning in and about culture

- critical spectators, participants and creators in the cultural world around them

• Learning through culture

- engagement with culture to boost creativity, attainment and personal development

What are the characteristics of a cultural offer? (2)• Breadth

We want children to experience all cultural forms not what just happens to be on offer in their area

• Reach

We want this range of experience for all children not a fortunate few

• Quality and sustainability

We want ongoing high quality experiences not one off projects

• Pathways

We want all young people to be able to take their interests and passions and talents to the next level and if appropriate into their career choices

Route for the practice of art

Birth of art-talent

Professionalising art-talent

width

Semi-professional

Ipsos Mori research on young people’s engagement in the arts

The main predictors of young people’s engagement in cultural activity at primary school age are the educational qualifications of their parents.

The children of parents with no educational qualifications are least likely to participate.

There are 482,000 primary age

children in the UK in this category.

Many primary-aged children spend no time on cultural activities

70% of children of parents with no educational qualifications spend less than three hours per week on cultural activities. 42% spend none.

80% of children whose parents have degrees spend more than 3 hours per week on cultural activities. 27% spend more than 10 hours.

The CNCI Challenge (1)

- Establish the moral and educational imperative

- Don’t polarise the debate - wholeness

- Pursue a creative and embedded pedagogy

- Unlock demand before increasing supply

- Invest in Research - Sweat the evidence

- …………………….

Working intensively with

3900schools

Providedtraining for

60,000teachers

133Local Authorities

Engaging

750,000young people

Between 2008 -

11

Invest in Research Sweat the evidence (1)

Invest in research

Sweat the evidence (2)

• academic achievement

• confidence, communication, motivation, expectations

• creative practitioners, teacher skills, diversity

• home-school communication

• pupil attendance

• greatest impact in places of greatest deprivation

• wellbeing

• the ‘how’ and the ‘why’

www.creativitycultureeducation.org/research-reports

Family Faces

Where did your ideas come from?

From my dreams

How pleased are you with your

sculpture?

Very pleased. Next time I think I’ll do

even better because I learned so

much the first time. I achieved

something I never thought I’d be

able to do.

www.creative-partnerships.com

www.creatvitycultureeducation.org

The CNCI Challenge (2)

- Establish the moral and educational imperative

- Don’t polarise the debate - wholeness

- Pursue a creative and embedded pedagogy

- Unlock demand before increasing supply

- Invest in Research - Sweat the evidence

- Keep the fire burning – be the dreamers of dreams, the movers and shakers…….

Paul Roberts

Chair of the Trustees

Creativity, Culture and Education

(CCE UK)

paul.roberts@cceengland.org

www.creativitycultureeducation.org