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Memorandum submitted by Lipson Community College, Plymouth
1) From a schools perspective creativity in the context of education is giving students and young people the freedom to express their own thoughts and thinking patterns in relation to their work. To explore ideas 'out of the box' that the curriculum puts parameters on. To base a work ethic on a practical nature to engage each and every child. To allow children to be children but at the same time expand their minds in the context of the subject. We have heard a great deal how nursery work is based on play and to allow children to learn by doing, this concept is now being spread into Primary Schools with a more extended use of role play areas and 'free time'. Is this practice used across the board in Secondary Schools? We hear of Secondary schools who have 'free choice' afternoons within Curriculum time. What is the effect on education? Does this truly raise student's levels? Is the quality of the work completed at a satisfactory level? 2) We have enjoyed Performing Arts Status for 8 years and the additional funding has meant a large investment in resources. We are pleased to have been able to appoint a talented team of professional practitioners to aid the learning of both our students and those of our Primary Partners. By employing an Artist in Residence, a Community Arts Co-ordinator, a full time Performing Arts Technician as well as other assistants, we ensure a high staff profile in all classes. 3) We must ensure that all staff and professionals fully understand the implications of what a 'creative curriculum' truly means. They will not be expected to teach drama if they're training to be a history teacher for example. However we must establish what works in creative lessons, what skills are being developed and which of those are transferable to whole school. Once these have been established they can be embedded as strategies for teachers, heads and cultural animators. The strategies and language must be accessible to every adult and every child. 4) By promoting these transferable key skills in school and through the Extended Schools Programme, parents will be able to see the shift of focus from knowledge based work to skills based work. Reporting and assessment should also reflect this shift and training for parents should also be provided. 5) Within the Arts and in particular a developing 'Theatre Paradigm', we have encapsulated our thinking about what makes a successful citizen of the 21st Century. We aim to engender this in all our students. The work which is undertaken to produce our performances sums this up. Through the arts, students;
· Promote and develop self discipline as well as being highly motivated and committed. · Are expected to meet deadlines, be punctual and willing to go the extra mile. · Have high expectations of themselves and others. · Have high skills in active listening, negotiation, evaluation, analysis, presentation and working with others.
6) Through accreditation such as the Certificate of Personal Effectiveness and Arts Awards, we can acknowledge and assess student's work. The joy with both of these programmes, is that the student s are accredited for work they are already doing. We have just had 25 students who have been awarded Arts Award Bronze Level and they are now starting the silver award. Our aim through our specialist performing arts pastoral guild ('Players'), is to enter 50 new students for the Bronze award in the next academic year.
7) Since gaining status in 1999 the college attainment statistic doubled in Key Stage 4. The College won a DfES achievement award in 2001 and GCSE Value Added results in 2002 put us in the top 20% of all schools nationally. Our Artsmark Gold Award recognizes the richness and diversity of both our school and community based arts work. We have developed a national reputation for our outstanding practice in the Arts and regularly contribute to national conferences for aspiring and existing Arts Colleges.
8) However education is restructured in the future and whether we move to a more creative curriculum or not, we must ensure that we are preparing the students for the skills they will require in the creative industries. By working towards this common goal, we can provide more opportunities for students to access 'hands on' learning that is relevant for their future. 9) Creative Partnerships need to develop working parties to represent the real insight of Arts education in schools. They need to be able to offer discussion groups to share expertise and practice, to arrange visits between organizations and be proactive in offering training to staff from all departments in every school, in every county.
July 2007 |