Keynote of Paul Collard/CCE at the conference: Cultural Educators in Europe - Development of a new profession, organized by EDUCULT for the AEMS project "Arts Education Monitoring System" in Vienna 15 February 2013

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

3. “We want to change perceptions and
challenge stereotypes, and create a
new vision for young people”
Teacher, Creative Partnerships – Durham and Sunderland
The role of culture and
the arts

4. Culture and the arts
are…..
Ways of knowing
Ways of learning
Ways of generating knowledge
The expression of values

5. Teach them to see

8. What is excellence in
arts and culture
Life changing experiences?
Makes the world real?

9. “We want to c
hange percep
challenge ste tions and
reotypes, and
new vision fo create a
r young peop
Teacher, Cre
le”
ative Partnersh
ips – Durham a
nd Sunderland
Understanding
Learning

10. UNESCO
Four Pillars of education
Learning to know
Learning to do
Learning to be
Learning to live together

11. High
information
Museums with Museums which get the
lots of balance between real
information and engagement,
transmissive excitement, challenge
communication and deep learning
styles
Low
High
Engagement
Engagement
Very old Highly interactive
fashioned Museums which are
museums. Lots lots of fun but there is
of objects little little real learning or
explanation. appropriate
experience
Low
Information

12. What are the characteristics of this space?
Low Functioning High Functioning
Guided Role of the teacher Challenging
Contrived Nature of activities Authentic
Bellbound Organisation of time Flexible
Classroom Organisation of space Workshop
Individual Approach to tasks Group
Hidden Visibility of processes High
Static Location of activities Mobile
Ignored Self as learning resource Central
Ignored Emotion Acknowledged
Some Inclusiveness All
Directed Role of learner Self managing

14. High Functioning
Physically engaged
Socially engaged
Emotionally engaged
Intellectually engaged
Well Being Confidence
High performance

15. use I
elped me beca
“It has h han
entrat e more t
n ow conc been the
best
. It’s
I used to y life”
experie nce of m
Kent
erships –n
Cre ative Part
Student,
Putting it into practice

16. Issue/Problem
Space where normal
school operating rules
don’t apply
Teachers observe
impact on pupils
Teachers apply the
new approach to their
daily teaching practice

17. What are the characteristics of this space?
Low Functioning High Functioning
Guided Role of the teacher Challenging
Contrived Nature of activities Authentic
Bellbound Organisation of time Flexible
Classroom Organisation of space Workshop
Individual Approach to tasks Group
Hidden Visibility of processes High
Static Location of activities Mobile
Ignored Self as learning resource Central
Ignored Emotion Acknowledged
Some Inclusiveness All
Directed Role of learner Self managing

18. Issue/Problem
Space where normal
school operating rules
don’t apply
Teachers observe
impact on pupils
Teachers apply the
new approach to their
daily teaching practice

19. Birches Head High School
Pupils aged 11-16

20.  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!!

21.  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

22.  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

23.  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

24.  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

26.  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

27.  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

28.  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)

29. “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
But is this just about
getting better test
results?

30. Learning to
think
conceptually

32. Put them in charge
Learning to be
Dealing with feeling

34. Learning to live together
The ethical
dimension

36. “We want to change perceptions and
challenge stereotypes, and create a
new vision for young people”
Teacher, Creative Partnerships – Durham and Sunderland
So what does this mean
for cultural institutions
and cultural educators?

37. What are the characteristics of this space?
Low Functioning High Functioning
Guided Role of the teacher Challenging
Contrived Nature of activities Authentic
Bellbound Organisation of time Flexible
Classroom Organisation of space Workshop
Individual Approach to tasks Group
Hidden Visibility of processes High
Static Location of activities Mobile
Ignored Self as learning resource Central
Ignored Emotion Acknowledged
Some Inclusiveness All
Directed Role of learner Self managing

38. Take One Picture
Linderud School, Oslo

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

41. Pulling
not
Pushing

43. All images contained in this presentation are protected by copyright and as such cannot be reproduced without prior permission.