Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

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

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

  • Be the first to comment

  • Be the first to like this

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

  1. 1. What value do CulturalInstitutions andCultural Educators addin education? Vienna 15 February 2013
  2. 2. “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
  3. 3. Culture and the artsare…..Ways of knowingWays of learningWays of generating knowledgeThe expression of values
  4. 4. Teach them to see
  5. 5. What is excellence inarts and culture Life changing experiences? Makes the world real?
  6. 6. “We want to c hange percep challenge ste tions and reotypes, and new vision fo create a r young peopTeacher, Cre le” ative Partnersh ips – Durham a nd Sunderland Understanding Learning
  7. 7. UNESCOFour Pillars of education Learning to know Learning to do Learning to be Learning to live together
  8. 8. High information Museums with  Museums which get the  lots of  balance between real  information and  engagement,  transmissive  excitement, challenge  communication   and deep learning stylesLow HighEngagement 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
  9. 9. What are the characteristics of this space? Low Functioning High FunctioningGuided Role of the teacher ChallengingContrived Nature of activities AuthenticBellbound Organisation of time FlexibleClassroom Organisation of space WorkshopIndividual Approach to tasks GroupHidden Visibility of processes HighStatic Location of activities MobileIgnored Self as learning resource CentralIgnored Emotion AcknowledgedSome Inclusiveness AllDirected Role of learner Self managing
  10. 10. High Functioning Physically engaged Socially engaged Emotionally engaged Intellectually engagedWell Being Confidence High performance
  11. 11. 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
  12. 12. Issue/ProblemSpace where normalschool operating rulesdon’t applyTeachers observeimpact on pupilsTeachers apply thenew approach to theirdaily teaching practice
  13. 13. What are the characteristics of this space? Low Functioning High FunctioningGuided Role of the teacher ChallengingContrived Nature of activities AuthenticBellbound Organisation of time FlexibleClassroom Organisation of space WorkshopIndividual Approach to tasks GroupHidden Visibility of processes HighStatic Location of activities MobileIgnored Self as learning resource CentralIgnored Emotion AcknowledgedSome Inclusiveness AllDirected Role of learner Self managing
  14. 14. Issue/ProblemSpace where normalschool operating rulesdon’t applyTeachers observeimpact on pupilsTeachers apply thenew approach to theirdaily teaching practice
  15. 15. Birches Head High School Pupils aged 11-16
  16. 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!!
  17. 17.  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
  18. 18.  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
  19. 19.  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
  20. 20.  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
  21. 21.  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
  22. 22.  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
  23. 23.  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)
  24. 24. “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?
  25. 25. Learning tothinkconceptually
  26. 26. Put them in charge Learning to be Dealing with feeling
  27. 27. Learning to live together The ethical dimension
  28. 28. “We want to change perceptions and challenge stereotypes, and create a new vision for young people” Teacher, Creative Partnerships – Durham and SunderlandSo what does this meanfor cultural institutionsand cultural educators?
  29. 29. What are the characteristics of this space? Low Functioning High FunctioningGuided Role of the teacher ChallengingContrived Nature of activities AuthenticBellbound Organisation of time FlexibleClassroom Organisation of space WorkshopIndividual Approach to tasks GroupHidden Visibility of processes HighStatic Location of activities MobileIgnored Self as learning resource CentralIgnored Emotion AcknowledgedSome Inclusiveness AllDirected Role of learner Self managing
  30. 30. Take One Picture Linderud School, Oslo
  31. 31. Sometimes themuseum remains aconcept in the mind ofthe curator
  32. 32. Pulling notPushing
  33. 33. All images contained in this presentation are protected by copyright and as such cannot be reproduced without prior permission.

×