Paul Roberts: ".....dreamers of dreams.....movers and shakers....." (O'Shaughnessy 1874)

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Text of Paul Roberts: ".....dreamers of dreams.....movers and shakers....." (O'Shaughnessy 1874)

1. Council of NationalCultural Institutions -Lighting a Fire..dreamers ofdreams movers andshakers.(OShaughnessy 1874)Paul Robertswww.cceengland.co.uk 2. We know what we need"There are powerful reasons to believe that what workedspectacularly between 1960 and 2010 will not workbetween 2010 and 2060."It will depend on individuals who are open to ideas andarguments and who are part of teams in which vigorousdebate, dissent and discomfort exist. It will require aculture of openness - to argument and to ideas, expertsand outsiders, the young and the new."Oceans of Innovation: The Atlantic, the Pacific, globalleadership and the future of education(Barber, Donnelly and Rozvi 2012) 3. Is this what weve got (1) ?(1) The Test-Score/Interest Paradox 4. Is this what weve got (2)? 5. 1. Inquisitive Wondering and QuestioningExploring and InvestigatingChallenging assumptions2. Persistent Managing uncertaintySticking with difficultyDaring to be different3. Imaginative Playing with possibilitiesMaking ConnectionsUsing intuitionBuilding the CreativeGeneration (1) 6. 4. Disciplined Crafting and ImprovingDeveloping techniquesReflecting critically5. Collaborative Cooperating appropriatelyGiving and receiving feedbackSharing the productBuilding the CreativeGeneration (2) 7. High SystemLow SystemHighFunctioningLowFunctioningLow performingschoolsSchools withhigh test scoresbut low pupilindependenceand motivationSchools with hightest scores andindependentmotivated pupilsSchools with creativeactivities which areenjoyable but do notimpact pupil learningWhat type of school does it need (1) 8. What type of school does it need (2)Role of the teacherNature of activitiesOrganisation of timeOrganisation of spaceApproach to tasksVisibility of processesGuidedContrivedBellboundClassroomIndividualHiddenStaticIgnoredSomeDirectedChallengingAuthenticFlexibleWorkshopGroupHighMobileCentralAllSelf managingLocation of activitiesSelf as learning resourceInclusivenessRole of learner 9. While the arts have no monopoly oncreativity, they foster it particularlywell. (Arts in Education Charter)The Intrinsic: Culture enriches livesThe 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 10. 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 11. What are the characteristics of acultural offer? (1) Learning in and about culture- critical spectators, participants and creators inthe cultural world around them Learning through culture- engagement with culture to boost creativity,attainment and personal development 12. What are the characteristics of a culturaloffer? (2) BreadthWe want children to experience all culturalforms not what just happens to be on offer intheir area ReachWe want this range of experience for allchildren not a fortunate few Quality and sustainabilityWe want ongoing high quality experiences notone off projects PathwaysWe want all young people to be able to taketheir interests and passions and talents to thenext level and if appropriate into their careerchoices 13. RouteforthepracticeofartBirth of art-talentProfessionalising art-talentwidthSemi-professional 14. Ipsos Mori research on youngpeoples engagement in theartsThe main predictors of youngpeoples engagement in culturalactivity at primary school age arethe educational qualifications oftheir parents.The children of parents with noeducational qualifications are leastlikely to participate.There are 482,000primary agechildren in the UKin this category. 15. Many primary-aged childrenspend no time on culturalactivities70% of children of parents with noeducational qualifications spendless than three hours per week oncultural activities. 42% spendnone.80% of children whoseparents have degrees spendmore than 3 hours per weekon cultural activities. 27%spend more than 10 hours. 16. The CNCI Challenge (1)- Establish the moral and educationalimperative- Dont polarise the debate - wholeness- Pursue a creative and embedded pedagogy- Unlock demand before increasing supply- Invest in Research - Sweat the evidence- . 17. Working intensively with3900schoolsProvidedtraining for60,000teachers133Local AuthoritiesEngaging750,000young peopleBetween2008-11Invest in ResearchSweat the evidence (1) 18. Invest in researchSweat 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 whywww.creativitycultureeducation.org/research-reports 19. Family FacesWhere did your ideas come from?From my dreamsHow pleased are you with yoursculpture?Very pleased. Next time I think Ill doeven better because I learned somuch the first time. I achievedsomething I never thought Id beable to do.www.creative-partnerships.comwww.creatvitycultureeducation.org 20. The CNCI Challenge (2)- Establish the moral and educationalimperative- Dont 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 thedreamers of dreams, themovers and shakers. 21. Paul RobertsChair of the TrusteesCreativity, Culture andEducation(CCE UK)paul.roberts@cceengland.orgwww.creativitycultureeducation.org