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Presentation looking at the economic and social value of entrepreneurial and cultural learning.
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Design Ventura
March18, 2013
“The value of entrepreneurial, cultural and creative learning”
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
Why does Cultural Education matter – and the argument for Design………?
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
Why does Cultural Education matter – and the argument for Design……..?
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 Design Ventura Challenge (1)
- Establish the moral and educational imperative
- Don’t polarise the debate - wholeness
- Pursue a creative 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 Design Ventura Challenge (2)
- Establish the moral and educational imperative
- Don’t polarise the debate - wholeness
- Pursue a creative pedagogy
- Unlock demand before increasing supply
- Invest in Research - Sweat the evidence
- Keep the torch burning !
Paul Roberts
Chair of the Trustees
Creativity, Culture and Education
(CCE UK)
www.creativitycultureeducation.org
