Arts Award Takeover! Jump in and Run with It

Report by: Pauline Black, School of Language, Literature, Music and Visual Culture; Sandra Nicol, School of Education

   

 

 

   

Supported by:

                                           

 

 

 

 

 

 

 

   

‘Teachers welcome Arts Award because it can be delivered within the curriculum or in extra-curricular activities to keep a wide variety of arts subjects alive.’

(Arts Award adviser in Scotland, 2017)

Introduction:

What is the Takeover Project?

In October 2016 a week long Arts Award ‘Takeover’ Project, designed by social

enterprise ‘See Think Make,’ was carried out at Kaimhill Primary School in

Aberdeen. This whole school Takeover was a new venture that had never been done

in a Scottish school before. All pupils and teachers in the school participated in

creative activities with the theme ‘Jump in and run with it’ for a full school week in

place of regular school activities. During the Takeover week visiting artists: (dance,

traditional music, hip-hop and drama as well as a jazz band and percussion trio)

introduced the pupils to a range of arts media. All classes also had workshop

sessions focusing on developing digital creativity.

What is Arts Award?

Arts Award is a unique set of qualifications that support children and young people

up to the age of 25 to experience and enjoy the arts and to grow and develop as

artists and arts leaders. Numerous authors (see for example Ruppert, 2006; Overy

2012) have argued that participation in the arts is fundamental to the education of

the ‘whole child’ and for contributing to student achievement and wellbeing.

Learning with, in and through the Arts

Local Authorities and schools need to be very mindful of how they spend their money

and give good justification for choices made. Literacy, numeracy and Health and

Wellbeing (HWB) are key drivers in the curricular agenda and schools may not

necessarily view the Arts as an obvious choice when reviewing curricular

development. In a recent (2015) update to the publication of How Good is Our

School (HGIOS) the promotion of creativity skills, digital skills and employability were

seen to become key areas for exploration and hence schools can justify learning

with, in and through the arts. It has been well documented (see for example Hallam

et. al, 2009) that some generalist primary teachers lack confidence at teaching

expressive arts subject areas.

Imagination is as important in the lives of teachers as it is in the lives of their students, in part because teachers incapable of thinking imaginatively or of releasing the students to encounter works of literature and other works of art are probably unable to communicate to the young what the use of imagination signifies. (Greene, 2005, p36)

Aims of the Takeover Project

Core Vision

The Takeover project was designed to complement the core vision of the school that

has central to its philosophy the development of the ‘whole child.’ In parallel with

developing the four capacities of Scotland’s Curriculum for Excellence (CfE) –

successful learners, confident individuals, responsible citizens and effective

contributors (Education Scotland, 2008) the core vision aims to employ ‘an inclusive

approach to enable all children to develop learning experiences in a supportive,

stimulating and active environment.’ (School website, 2017)

Golden Aims

Three ‘Golden Aims’ were agreed upon between the school and See Think Make:

• To discover the school’s true creative potential and build on this

• To embed the vision and approach of the Takeover in the ecology of the

school

• To empower everyone in the school to have the confidence to take creative

risks and believe in their ideas

To realise these aims the Takeover team provided class teachers with suggested

lesson outlines and ideas. These were to be used as stimuli for designing lessons in

conjunction with workshops led by the visiting artists. Although these broad

structures and frameworks were provided, the teachers were expected to ‘jump in

and run with it’ as the situation demanded, referred to as a form of disciplined

improvisation (Sawyer, 2004) requiring a considerable amount of reflection in action

(Schon, 1983). Burnard and White (2008) discuss the relationship and resulting

tensions between the creativity  and performativity agendas found in schools and

issues of teacher agency, freedom and control. It was within the vision of the

Takeover to consider and foster collaboration and spontaneity and to enable pupil

and teacher agency. The Takeover project was seen as a conscious effort to realise

the school’s aspiration of developing creativity and digital learning, both central

features in How Good Is our School (HGIOS) (Education Scotland, 2015) and also in

school improvement plans. The benefits of personal and social development through

participating in the arts have been well documented (see, for example Hallam, 2010).

Takeover Participants and Activities

Prior to the Takeover teachers had participated in two continuing professional

development (CPD) sessions, one developing digital skills and one on Arts Award

preparation.

A digital portfolio was introduced across the school to capture and share pupil

learning and all pupils also completed an Arts Award logbook.

As well as the Takeover team, music students and primary education students

supported the project through being on school experience placement or voluntary

placement.

Achieving Arts Award

As a result of work undertaken during the week

• 120 learners achieved their Discover Arts Award, mostly in P1, P2 and P3

• 117 learners achieved their Explore Arts Award in P4, P5 and P6

• 36 achieved their Bronze Arts Award in P7

 

How was the research carried out?

Case study

‘to illustrate what is possible, an exemplar’ (Newby 2010, p253)

Researchers observed, undertook informal conversations and conducted focus

group interviews with members of staff and groups of pupils, as well as surveying

teachers and artists. The following topics of (1) perceptions of learning (2)

perceptions of the arts and (3) challenges and opportunities were explored.

‘I've learned from arts award week that art isn't just a drawing or a picture, it's a feeling for everyone to experience. I went to Arts Award week, it was flabbergasting and it's made me take up lots of different music things’ (child, P6)

1

‘I think the biggest thing I did a lot more of during that week was using the iPads and just letting the children sort of kind of run with it. They were in groups more … and again in terms of my IT knowledge and what they can do they’re a bit more confident to try things.’ (teacher)

2

What did the research find out? Teacher perceptions

9 members of staff responded to the survey. It can be seen that the majority saw the

improvisatory concept of ‘jumping in and running with it’ as an exciting opportunity

yet it did make teachers initially anxious. This resonates with the ‘creative risk’ factor

in the third golden aim and Sawyer’s (2004) disciplined improvisation.

Sustainability is a key issue and evidence suggests that the majority of teachers who

responded could foresee continuing to develop their learning and teaching in and

through the arts.

‘I wasn't sure how it was going to pan out. But that being said we've been encouraged from the start to use flexibility and kind of go with it and so I was trying to keep that attitude at the same time thinking how is this going to work.’

‘it was that feeling of being unprepared because you didn't know what you were preparing for and I guess that was making a lot of people feel a bit nervous but excited at the same time. It was exciting to know that we have all these people coming into school and being able to give kids something that they're not maybe used to getting or that we feel, well I feel less confident delivering. So it was it was really nice knowing you were kind of meant just to do something that we should probably be doing but maybe just don’t always get around to.’

Evidence suggests that Arts Award has an inclusive framework suitable for young

people with a range of additional support needs. This is also in keeping with the core

vision of the school.

Evidence clearly shows that the staff would be happy to repeat the Takeover project

and that they believe it could be replicated in another school.

                                                                                       

 

• 63% feel more confident at teaching in a creative way as a result of the Arts Award Takeover • 75% are willing to attempt to teach through the arts and believe that their confidence levels

will develop with further experience • 50% feel more confident at teaching arts activities as a result of the Arts Award Takeover • 100% are willing to attempt to teach using digital technology and believe that my confidence

levels will develop with further experience • 50% feel more confident at using digital technology in learning and teaching as a result of the

Arts Award Takeover

‘One of the teachers said prior to the week, what about [ASN children] and it was kind of a wee bit like… what about them, they’ll not cope, they’ll not manage…

…we decided, well we're not planning to do anything different for those children. What we did plan for is that as a management team because all the staff were being fully utilised, that we were available to scoop up those kids if they needed that wee bit of extra support and there would be PSAs as well. There wasn't very much scooping to be done and again its about that learning experience… these children can manage. Maybe needs a wee bit of a look at what we are doing the rest of the time.’

‘The only thing that I think it affected differently was our children from the assisted classrooms. I found they did incredibly well during arts award week, way better than we probably expected them to. I mean I had two that were in my class all day every day that would only normally be in for an hour in the afternoon each. They did really well.’

Further impacts can be seen in the following statements as some teachers,

through reflecting on their practice, now feel that expressive arts have a rightful

place in the timetable and they now feel able to justify this whereas previously

they may have lacked confidence to teach in this area or felt unable to allow the

time due to perceived timetable constraints in line with Burnard and White (2008).

There was also a range of evidence to suggest that teachers have increased

confidence to use digital technology and to explore creative risk taking.

‘Jump in and run with it…?’

‘Another thing is … I'm going to have a block of time, probably on a Friday, where we are just going to do something arts based… and not feeling guilty about it, not thinking I could have been spending that time doing more maths or I could have been spending that time doing spelling for the 5th time this week. Just saying you know what, expressive arts are just as important and we are going to spend an hour and a half doing music or art or something, just to make sure it is in there every week.

‘One of the things that I would like to do is to continue to give them, like loosen the reigns a bit and just let them go in their own directions a little bit more. I’d quite like to let them go a little bit especially now that they're getting older and things and it’s a lot more free. That’s what I’d like to do. I haven't yet but I will.’

‘I think it's already having an impact on the school. As I say the iPads being not stuck in a cupboard. People are asking a lot about technology and cos it's not quite working at the moment they're still asking have you heard anymore about the Chromebooks and that in itself I think’s really good… I think particularly up the school it’s having an impact.

What did the research find out? Pupil perceptions

Ways of learning

Pupils commented on the value of having personalisation and choice, more

ownership of their learning, and less teacher prescription. It was noted by teachers

that some children embraced this opportunity yet some found this a challenge. The

perceived lack of ‘normal’ structure was found to be a talking point that challenged

some, yet the range of activities was welcomed.

Personal and Social skills

Evidence from pupils has shown that the Arts Award framework enabled them to

develop communication, confidence and team-building skills through an enhanced

level of class group-work. The opportunity to share a skill with a peer was particularly

valued.

Challenging work

Learning in, through and with the arts was perceived as challenging yet rewarding.

‘The teacher has to tell us what to do. Like writing in jotters...[prior to Arts Award week] …We got to do whatever we wanted, colouring it, like write, whatever we wanted.’

‘Having to cope with going to different workshops nearly every day. Cos we’re normally used to staying in the classroom doing writing or maths and now we’re doing like different stuff, going into different groups and learning different stuff.

It’s hard to make your own tunes it’s really hard sometimes; some instruments don’t go well with others. At first I thought spooky music was going to be easy but I found out that mixing all the different sounds together like to make a music piece was going to be really difficult.’

‘When I moved into this class I thought no this is going to be the worst class of my life and then at arts award week I thought this class is not actually that bad and besides the school is really really good’

‘In Arts Award week we worked together mostly as a team, most of our jobs was team work. I feel that I used to think that when we’re working with partners you have to discuss more and it takes more time and it would be better if I did everything myself but now I know you need someone to help you.’

Employability

Pupils developed an understanding of opportunities available in the creative

industries sector. Inspiration came from visiting artists.

Sustainability

Evidence suggests that the Takeover has prompted many young people to resume,

reinvigorate or begin arts activities.

Digital skills

Enhanced skills were reported in digital creativity and also in subsequent use within

the classroom.

‘I’m thinking about doing things I never thought about would be easy like for instance like I was thinking about like graffiti maybe being one day an artist, maybe even being my own musician like making my own music so everyone in the world plays.’

‘When we did the green screen like we did a report in the background of like a place and the reason I searched it up is because I want to go there now and after Arts Award week I started going there and been going there ever since and I liked it.’

‘…by the time I get home its really late…I’ve started to make origami and it’s started to go good. Before I go to sleep, usually I get like new pieces of paper and I have to like give myself a certain pen or a certain kind of thing and I have to make something with… cos that like calms me and it kind of helps me relax before I go to bed.’

‘Before arts award week we wouldn’t get to use i-Pads but now Arts Award weeks is over we do more research than we would like would have done if arts award week wasn't here. Our class hadn't even done a bit on the iPads, we hadn’t even used them once or something and then now we use them like all the time you know are using them nearly every day.

‘only in arts award week I actually learnt how to use iMovie properly and to change the writing and that.’

‘I think it's already having an impact on the school. As I say the iPads being not stuck in a cupboard. People are asking a lot about technology and cos it's not quite working at the moment they're still asking have you heard anymore about the Chromebooks and that in itself I think’s really good… I think particularly up the school it’s having an impact.

Enhanced Parental Engagement

Use of the digital portfolio seemed to enhance parental engagement as well as

showing potential for increasing the digital skills of both teacher and pupil.

Conclusion: the Impact of Arts Award Takeover

It can be suggested that learning in, with and through the arts during the Arts Award

Takeover week led to the realisation of the golden aims and a deep enhancement of

the core vision of the school. Evidence has shown that those in the school

community did feel empowered to have the confidence to take creative risks and

believe in their ideas, to ‘jump in and run with it.’ Personal and social benefits as well

as a range of new skills and arts knowledge were all perceived to be beneficial. The

pupils perceived the arts and creative industries to be a viable future career option.

Digital skills, enhanced pupil agency, more opportunity for pupil collaboration and

parental engagement were all advanced as a result of the Takeover.

‘some of them caught me - Oh it's amazing – and you could see you know and it wouldn’t have been all of them but you know but they just absolutely made up that they’re getting this snapshot.’

‘Best week ever.’

‘…Arts Award in Takeover week, I'd say it's changed my life because I used to feel like art was just drawing but its so hard and it’s so fun and it takes so much time I wish we could do this again.’

References

Burnard, P. and White, J. (2008), Creativity and performativity: Counterpoints in British and Australian education. British Educational Research Journal, 34: pp. 667–682. Education Scotland (2015) How Good is Our School (4th Edition) https://education.gov.scot/improvement/Documents/Frameworks_SelfEvaluation/FRWK2_NIHeditHGIOS/FRWK2_HGIOS4.pdf

Education Scotland (2008) Building the Curriculum 3 https://www.education.gov.scot/Documents/btc3.pdf

Greene, M. (1995). Releasing the imagination: Essays on education, the arts and social change. San Fransisco: Jossey-Bass.

Hallam, S., Burnard,P., Robertson, A., Saleh, C., Davies, V., Rogers, L., & Kokatsaki, D. (2009) Trainee primary-school teachers’ perceptions of their effectiveness in teaching music, Music Education Research 11:2 pp 221-240

Hallam, S., (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), pp. 269-289

Newby, P. (2010). Research Methods for Education. Harlow. Pearson.

Overy, K., (2012). Making music in a group: synchronization and shared experience. Annals of the New York Academy of Sciences, 1252(1), pp. 65-68.

Ruppert, S.S. (2006). Critical Evidence: How the Arts Benefit Student Achievement. National Assembly of State Arts Agencies. 1029 Vermont Avenue NW, Washington, DC 20005 Sawyer, R.K. ( 2004 ). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33 (2), pp.12 –20.

Schon, D. (1983) The Reflective Practitioner: How professionals think in action. London: Temple Smith.