1. The document discusses the need for schools to foster creativity and independent thinking in students to better prepare them for an uncertain future. It highlights the importance of debate, openness to new ideas, and collaboration. 2. Data shows that students from less privileged backgrounds spend less time engaged in cultural activities. Investing in the arts can boost self-confidence, problem-solving skills, and attainment while combating disaffection. 3. A strong cultural education program exposes students to a breadth of cultural forms through high-quality, sustained experiences and provides pathways for talents to develop. Research found positive impacts on achievement, well-being, and greatest benefits in deprived areas.

1. Council of National
Cultural Institutions -
Lighting a Fire
“…..dreamers of
dreams… movers and
shakers….”
(O’Shaughnessy 1874)
Paul Roberts
www.cceengland.co.uk

2. We know what we need
"There are powerful reasons to believe that what worked
spectacularly between 1960 and 2010 will not work
between 2010 and 2060.“
"It will depend on individuals who are open to ideas and
arguments and who are part of teams in which vigorous
debate, dissent and discomfort exist. It will require a
culture of openness - to argument and to ideas, experts
and outsiders, the young and the new."
Oceans of Innovation: The Atlantic, the Pacific, global
leadership and the future of education
(Barber, Donnelly and Rozvi 2012)

3. Is this what we’ve got (1) ?
(1) The Test-Score/Interest Paradox

4. Is this what we’ve got (2)?

5. 1. Inquisitive Wondering and Questioning
Exploring and Investigating
Challenging assumptions
2. Persistent Managing uncertainty
Sticking with difficulty
Daring to be different
3. Imaginative Playing with possibilities
Making Connections
Using intuition
Building the Creative
Generation (1)

6. 4. Disciplined Crafting and Improving
Developing techniques
Reflecting critically
5. Collaborative Cooperating appropriately
Giving and receiving feedback
Sharing the ‘product’
Building the Creative
Generation (2)

7. High System
Low System
High
Functioning
Low
Functioning
Low performing
schools
Schools with
high test scores
but low pupil
independence
and motivation
Schools with high
test scores and
independent
motivated pupils
Schools with creative
activities which are
enjoyable but do not
impact pupil learning
What type of school does it need (1)

8. What type of school does it need (2)
Role of the teacher
Nature of activities
Organisation of time
Organisation of space
Approach to tasks
Visibility of processes
Guided
Contrived
Bellbound
Classroom
Individual
Hidden
Static
Ignored
Some
Directed
Challenging
Authentic
Flexible
Workshop
Group
High
Mobile
Central
All
Self managing
Location of activities
Self as learning resource
Inclusiveness
Role of learner

9. “While the arts have no monopoly on
creativity, they foster it particularly
well.” (Arts in Education Charter)
The Intrinsic: Culture enriches lives
The Extrinsic: Culture changes lives (1)
• Self-confidence and personal identity
• Creativity and problem solving
• Self-discipline and team work
• Communication
• Challenge to adult under-expectation
• Combatting disaffection and underachievement

10. ……no monopoly on creativity but……..
The Extrinsic: Culture changes live (2)
• Personalised learning and commitment
• Talent and career pathways
• Culture providing livelihoods
• Mass participation ( not just observation)
• Community cohesion

11. What are the characteristics of a
cultural offer? (1)
• Learning in and about culture
- critical spectators, participants and creators in
the cultural world around them
• Learning through culture
- engagement with culture to boost creativity,
attainment and personal development

12. What are the characteristics of a cultural
offer? (2)
• Breadth
We want children to experience all cultural
forms not what just happens to be on offer in
their area
• Reach
We want this range of experience for all
children not a fortunate few
• Quality and sustainability
We want ongoing high quality experiences not
one off projects
• Pathways
We want all young people to be able to take
their interests and passions and talents to the
next level and if appropriate into their career
choices

13. Routeforthepracticeofart
Birth of art-talent
Professionalising art-talent
width
Semi-professional

14. Ipsos Mori research on young
people’s engagement in the
arts
The main predictors of young
people’s engagement in cultural
activity at primary school age are
the educational qualifications of
their parents.
The children of parents with no
educational qualifications are least
likely to participate.
There are 482,000
primary age
children in the UK
in this category.

15. Many primary-aged children
spend no time on cultural
activities
70% of children of parents with no
educational qualifications spend
less than three hours per week on
cultural activities. 42% spend
none.
80% of children whose
parents have degrees spend
more than 3 hours per week
on cultural activities. 27%
spend more than 10 hours.

16. The CNCI Challenge (1)
- Establish the moral and educational
imperative
- Don’t polarise the debate - wholeness
- Pursue a creative and embedded pedagogy
- Unlock demand before increasing supply
- Invest in Research - Sweat the evidence
- …………………….

17. Working intensively with
3900schools
Provided
training for
60,000
teachers
133
Local Authorities
Engaging
750,000young people
Between
2008
-11
Invest in Research
Sweat the evidence (1)

18. Invest in research
Sweat the evidence (2)
• academic achievement
• confidence, communication, motivation, expectations
• creative practitioners, teacher skills, diversity
• home-school communication
• pupil attendance
• greatest impact in places of greatest deprivation
• wellbeing
• the ‘how’ and the ‘why’
www.creativitycultureeducation.org/research-reports

29. Family Faces
Where did your ideas come from?
From my dreams
How pleased are you with your
sculpture?
Very pleased. Next time I think I’ll do
even better because I learned so
much the first time. I achieved
something I never thought I’d be
able to do.
www.creative-partnerships.com
www.creatvitycultureeducation.org

30. The CNCI Challenge (2)
- Establish the moral and educational
imperative
- Don’t polarise the debate - wholeness
- Pursue a creative and embedded pedagogy
- Unlock demand before increasing supply
- Invest in Research - Sweat the evidence
- Keep the fire burning – be the
dreamers of dreams, the
movers and shakers…….

31. Paul Roberts
Chair of the Trustees
Creativity, Culture and
Education
(CCE UK)
paul.roberts@cceengland.org
www.creativitycultureeducation.or
g