Memorandum submitted by The Royal Opera House

 

1. Creativity is the lifeblood of the Royal Opera House. It is within the DNA of our artforms and artists, naturally, but equally important in offstage disciplines, administration and every facet of the organisation's work.

 

2. We believe firmly in the importance of developing people's creativity and that, as a major arts institution, we have both the expertise to make an important contribution, and a responsibility to do so. These beliefs are reflected in one of the seven overarching aims on which our new organisational strategy is built:

 

"to continue to lead within the arts education sector in nurturing people's creativity, and in developing the next generation of young artists and crafts people for the performing arts".

 

3. Our extensive education programme is consequently founded on projects that aim to develop creative skills and responses. This is partly driven by our own needs. A creative workforce is vital to our future success. Participation in creative processes - whether making an original dance, composing an aria or designing a costume - is a key means of developing an understanding of our work and artforms, and consequently building future audiences.

 

4. Beyond these "local" agendas though, we see the creative and cultural development of young people as being vital to a healthy society and are convinced that an approach based on a sense of collective responsibility across the arts and education sectors is the most effective way to achieve it. To this end we work in close collaboration with colleagues ranging from national agencies such as the SSAT and Creative Partnerships to LEAs and individual schools.

 

5. Via such partnership working we have been able to share our creative skills and processes, through exchange between our artists and both educators and learners.  The goal has been the development of creative skills.  The outcome has been the creation in schools of many hundreds of original operas, ballets and orchestral works: over 40 in the period between March and July 2007, for example.  The results have been remarkable; it would be difficult to over-estimate the positive impact of enabling both teachers and students to discover, develop and practise creativity. 

 

Quotes from teachers participating in ROH's programme of creative projects and Continuing Professional Development courses

 

"The impact on the students was massive. Their skills in group work, communication and team building grew over the year. Most noticeable to other staff members and parents was the boost the club gave to their confidence and self esteem. It was clear these children really owned their company and the final performance. They were extremely proud of their achievements and could speak with confidence about the process they had been through. "

Amy Scholey, Yr 6 teacher, Auriol Junior School, Surrey

 

"The impact on some young people has been transforming. A project like this becomes a little brick in lifting expectations and sense of worth."

Ian Booth, Deputy Head, Dowdales School, Cumbria

 

"This is what education is all about. Children will gain so much from the teachers who have attended the course. It enabled teachers to realise that education is about stimulating and freeing children and themselves to be creative."

Caryl Shephard, Kings Hill Primary School, Kent

 

"This process has allowed me to feel like a teacher again. I had grown so used to following instructions in a robotic manner I had lost insight of the joy of putting children in the driver's seat. Perhaps I'll stay in the job a little longer!"

Dee Rampling, St Matthews Primary School, Kent

 

"Inspirational. Guaranteed to motivate and help children think, problem solve and develop creative skills. The course will raise their self esteem and help them to be more confident as learners." Margaret Corke, Primary Excellence Project, Kent LEA

 

It has changed the way I teach and has been a portal through which creativity can flow." Peta Ruddock, Parkside Primary School, Kent

 

 

Recommendations

 

1. What evaluation of our teachers' courses and in-school projects demonstrates time and again is that creative work, delivered in and through the arts, unlocks imagination, potential and aspiration. It is also a highly effective means of teaching a range of life skills: teamwork, problem solving, communication.  Creativity should not be viewed as an enrichment activity, but a skill as vital in the new century as literacy and numeracy; we recommend that it should be a core ingredient of a vibrant, progressive, fit-for-purpose curriculum.

 

2. Our experience, and that of the thousands of educators with whom we have worked, is that collaboration between arts organisations and schools can play an inspirational and highly effective role in young people's creative and cultural development.  It is vital to acknowledge the importance of this area of work and to build on the successful practice of recent years, in order that opportunities for engagement with creative professionals can be built into the design of our education system. We recommend that such opportunities, rather than being viewed as a desirable enrichment activity, should become an entitlement for all students. 

 

 

July 2007