Creative Learning for Creative Cities:  Unlocking the assets of the Urban Environment   Nancy Barrett, Creative Director
The Creative City –Education for the 21 st  Century- Manchester- from ‘Cottonopolis’  to ‘Ideopolis’ Manchester- from Cott...
What is Education in the 21 st  Century for? “  60% of the jobs kids in school today will do, have not yet been invented ”...
Characteristics of the Creative Learner Curiosity Taking confident decisions Tolerance of ambiguity  Taking risks Not conc...
Creative Learning - The Creative Partnerships Model External input - creative practitioners, artist, scientists engineers,...
Case Study: Developing Intercultural Understanding- Oldham
The Centre for Urban Education, (CUE) –“Asset- Flow” Leadership Lectures Student Action Teams Teacher recruitment and rete...
Creative Learning for Creative Cities- Key Questions How do we translate policy into real, concrete action? How do we targ...
Nancy Barrett n.barrett@mmu.ac.uk www.mmu.ac.uk/cue
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Nancy Barret "Aprendizaje creativo para ciudades creativas: liberar/desbloquear los activos del entorno urbano. El caso “Creative Partnerships”

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Ponencia de Nancy Barret el jueves 26 de noviembre en las II Jornadas Ciudades Creativas en Barcelona.Aprendizaje creativo para ciudades creativas: liberar/desbloquear los activos del entorno urbano. El caso “Creative Partnerships”

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  • Population of Greater Manchester- 2.6m 38.7% of Manchester residents aged 24 and under Creative Industries and Digital Media Sector employs 53,000 over 7,000 business units forecast to grow by 19% in next 10 years
  • Nancy Barret "Aprendizaje creativo para ciudades creativas: liberar/desbloquear los activos del entorno urbano. El caso “Creative Partnerships”

    1. 1. Creative Learning for Creative Cities: Unlocking the assets of the Urban Environment   Nancy Barrett, Creative Director
    2. 2. The Creative City –Education for the 21 st Century- Manchester- from ‘Cottonopolis’ to ‘Ideopolis’ Manchester- from Cottonopolis to Ideopolis
    3. 3. What is Education in the 21 st Century for? “ 60% of the jobs kids in school today will do, have not yet been invented ” Nomura Research Institute (NRI) Tokyo 2003 - facilitating a young person’s growth, mentally, spiritually, and morally? - helping the individual child get the best job they can and/or creating a skilled workforce for the future?
    4. 4. Characteristics of the Creative Learner Curiosity Taking confident decisions Tolerance of ambiguity Taking risks Not concerned with right or wrong Listening to other people Not belittling Patient/non-argumentative Lots of ideas/not one Spotting surprises Trying different ways
    5. 5. Creative Learning - The Creative Partnerships Model External input - creative practitioners, artist, scientists engineers, architects Facilitation- ‘Creative Agent’ Starting from school needs- Self Evaluation & Creative School Development Framework Engagement and participation of the young people- ideas, development, evaluation Professional Learning Programmes - teachers, creative agents, practitioners Systematic- The learning environment, staff , curriculum Reflection and evaluation- enquiry & evidence- impact and change Connections, networks, - schools, teachers, academics, artists, city leaders, cultural organisations
    6. 6. Case Study: Developing Intercultural Understanding- Oldham
    7. 7. The Centre for Urban Education, (CUE) –“Asset- Flow” Leadership Lectures Student Action Teams Teacher recruitment and retention programme/ Learning Outside the Classroom Higher Futures for You Manchester Academies - public sector and business sponsors
    8. 8. Creative Learning for Creative Cities- Key Questions How do we translate policy into real, concrete action? How do we target resources to where there is most need? How do we develop teachers as knowledge brokers and learning facilitators? How do we build an inclusive learning community? How do we make the curriculum a dynamic framework for learning? How do we recognise and assess creativity?
    9. 9. Nancy Barrett n.barrett@mmu.ac.uk www.mmu.ac.uk/cue

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