(An open spaces brainstorming page from the first 2016-17, CLC session at Ministry of Stories.)
This session introduced two themes that would span the entire programme: finding time and money for arts and cultural activities, and convincing SLT, parents and colleagues of the broad value of arts and cultural education. Our participants agreed that schools tend to ‘find’ more time and resources for arts activities when arts leaders:
- build a compelling case for their senior leadership and colleagues, in particular linking improved arts provision to school improvement/development goals:
- communicate widely and often about successful arts and culture activities, both within school and to the wider community:
- consistently place the value of arts and cultural activity in the context of school priorities, e.g., exams, school development plans, Ofsted.
An ongoing discussion thread around this question focused on how to make an effective, compelling case for the arts and culture in education at a time when policy makers don’t seem place much value here.
For her CLC project, Alison Taylor, Music and Drama Coordinator and Head of Year 5 at St. Thomas of Canterbury RC Primary (Merton), used internal CPD, school events and staff room discussions to build more staff engagement in the arts. Her success highlights the importance of persistence and bridge building, both with colleagues and SLT. Here is her pecha kucha presentation, delivered entirely in verse!
Rebecca Hodgson, Art Subject Leader at Ashmount Primary School (Islington), decided to use the arts to address boys’ lack of engagement with writing, a key school improvement goal. Becca’s project – illustrated with some of her original artwork – is testimony to how intentional, focused arts activity can create some breathing room for arts leaders to plan and develop broad-reaching work.
We all agreed that students were an underused resource in promoting the arts and culture in schools. Suggestions generated within our group include:
- setting up a student arts council or committee to discuss, audit and plan arts provision, resources and partnerships. Subject specific groups can be used to encourage children to work with teachers on schemes of research, homework projects as well as organising events and other activities:
- encouraging students to talk about the impact of arts projects at assemblies, celebrations, PTA/Governor, meetings and other events:
- engage children in arts evaluation and sharing these findings at school meetings/INSETS/board meetings. One school uses Survey Monkey questionnaires after each project to gather feedback in a quick and simple way:
- encourage students to network with other children and schools to discuss arts and cultural provision, ideas and school improvement.
Soren Ramsing is Head of Music and Cultural Arts Lead at Riverside School, a secondary comprehensive established only a few years ago in Barking. Soren’s CLC project was to create a Student Arts Council to embed a variety of artistic and cultural activity. As you’ll see in this video, his enthusiasm is a big part of the project’s success to date!
Further resources
- A New Direction’s Teachers’ Toolkit for the Arts offers six modules with practical exercises and ideas for building support for the arts and culture as part of a balanced, exciting curriculum offer.
Download here - The Cultural Learning Alliance, the UK’s premier advocacy group for the arts and culture in education, features a great website with online resources, research and evidence about the impact of the arts on the lives of children. Specifically, their document, ImagineNation, lays out a clear, strong advocacy case for arts and cultural learning.
Download - The Phoenix Education Trust runs a yearly national student voice conference and might be a good place to start to learn about how to develop a student-led arts council.
Go to website - If you don’t quite know what school governors do, the National Governors Association offers this two-page of overview.
Download - Marcus Davey, Chief Executive and Artistic Director of the Roundhouse, discusses the benefit and impact of putting young people at the heart of governance and particularly its successful Roundhouse Youth Advisory Board – which in turn has led to young people being appointed to the organisation’s full board of directors.
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