Paul Collard - What value do Cultural Institutions and Cultural Educators add in education? Vienna, 15 February 2013

What value do Cultural Institutions and Cultural Educators add in education? Vienna 15 February 2013

The role of culture and the arts

“We want to change perceptions and challenge stereotypes, and create a new vision for young people”Teacher, Creative Partnerships – Durham and Sunderland

Ways of knowing

Ways of learning

Ways of generating knowledge

The expression of values

Culture and the arts are…..

Teach them to see

Life changing experiences?

Makes the world real?

What is excellence in arts and culture

Understanding Learning

“We want to change perceptions and challenge stereotypes, and create a new vision for young people”Teacher, Creative Partnerships – Durham and Sunderland

Learning to know

Learning to do

Learning to be

Learning to live together

UNESCOFour Pillars of education

High information

Low Information

High Engagement

Low Engagement

Museums with lots of information and transmissive communication styles

Museums which get the balance between real engagement, excitement, challenge and deep learning

Highly interactive Museums which are lots of fun but there is little real learning or appropriate experience

Very old fashioned museums. Lots of objects little explanation.

What are the characteristics of this space? Low Functioning High Functioning

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

Ignored

Some

Directed

Challenging

Authentic

Flexible

Workshop

Group

High

Mobile

Central

Acknowledged

All

Self managing

Location of activities

Self as learning resource

Inclusiveness

Role of learner

Emotion

High Functioning

Physically engagedSocially engaged

Emotionally engagedIntellectually engaged

High performance

Well Being Confidence

Putting it into practice

“It has helped me because I

now concentrate more than

I used to. It’s been the best

experience of my life”

Student, Creative Partnerships – Kent

Issue/Problem

Teachers observe impact on pupils

Space where normal school operating rules don’t apply

Teachers apply the new approach to their daily teaching practice

What are the characteristics of this space? Low Functioning High Functioning

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

Ignored

Some

Directed

Challenging

Authentic

Flexible

Workshop

Group

High

Mobile

Central

Acknowledged

All

Self managing

Location of activities

Self as learning resource

Inclusiveness

Role of learner

Emotion

Issue/Problem

Teachers observe impact on pupils

Space where normal school operating rules don’t apply

Teachers apply the new approach to their daily teaching practice

Birches Head High SchoolPupils aged 11-16

Experienced teachers willing to embrace new approaches yet results were not moving forward

Department had the potential in place to move things forward... But we were stuck!!

KS3 Exam Results for Pupils aged 14: Level 5+ 70% (2009), 72% (2010), 72%

(2011).

KS4 Exam Results for Pupils aged 16: 42%(2007), 42% (2008), 39% (2009) A*-C Grade

Creative Partnerships Project with Year 10 students

Macbeth Speaking and listening based Used the concept of setting up rival

companies to stage a production Experts employed were inspirational

Again, business based, around the launch of a new product: Stoka Cola

Pupils formed companies with identities (names, logos) to tackle the product launch

Pupils had to plan, present, design and write about the work they have carried out

Lamb To the Slaughter by Dahl Investigating a crime with teacher in role

as the officer in charge of a crime room Setting up a crime scene along the lines

of CSI Stoke Pupils investigate the crime in role Culminates in a written piece and

speaking and listening assessments far superior than we previously gained

When pupils work this way they are more confident, their register and vocabulary is lifted

Pupils are more engaged They willingly join you on the journey

(boys often become the leaders in this process rather than being passive and reticent)

Pupils work more effectively together Improved relationships with staff

Teachers saw that they could ‘do the same’

Teachers trained in the use of dramatic enquiry techniques

Learnt how to define the problem that needs a solution

Enjoyed being DAFT!!!! Gave the department a range of teaching

strategies Left feeling inspired about taking the

practice into the classroom

KS4 Exam Results for Pupils aged 16: A*-C 39% (2009) to 63% (2010) to 69%

(2011) to 69% (2012) (above the national average with boys progress in line with that of girls; boys above the national average for middle and upper ability). 2012 also saw the dept improve achievement at A*-A

KS3 Exam Results for Pupils aged 14 : Improved from 70% to 84% at the level 5+

benchmark; the improvements have not just been at 5+ but also at 6+ and 7+ (record results at all benchmarks)

But is this just about

getting better test

results?

“They have already displayed thinking and team working skills which are far beyond those of their peers; there is no question that they have a head start!”Teacher, Creative Partnerships – Kent

Learning to think conceptually

Put them in charge

Learning to be

Dealing with feeling

Learning to live together

The ethical

dimension

So what does this mean for cultural institutions and cultural educators?

“We want to change perceptions and challenge stereotypes, and create a new vision for young people”Teacher, Creative Partnerships – Durham and Sunderland

What are the characteristics of this space? Low Functioning High Functioning

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

Ignored

Some

Directed

Challenging

Authentic

Flexible

Workshop

Group

High

Mobile

Central

Acknowledged

All

Self managing

Location of activities

Self as learning resource

Inclusiveness

Role of learner

Emotion

Take One PictureLinderud School, Oslo

Sometimes the museum remains a concept in the mind of the curator

Pulling not

Pushing

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