Longer Term School Programmes
cre8.ed artists can work with schools over longer periods of time. Through regular visits, cre8.ed artists will manage a programme through which the school can address a longer-term issue.
Core values for the school community may be defined and/or specific points identified by the school in their school development plan. In addressing these with staff and pupils cre8.ed will help enable the whole school to function as an effective community (for example by tackling truancy or raising the issue of Justice and Valuing Others). Schools will be equipped through new creative methods designed to encourage their teachers to continue developing their students’ imaginations, long after the visiting artists have left.
Pupils will use the expressive arts – drama, art, dance and music to develop the life skills needed to face up to the challenges, both in their communities and as responsible citizens in the 21st century.
Examples
Secondary:
A project on relationships and community in a new school in Wales, formed through the merger of a boys’ school (a failing school under special measures) with a girls’ school. Through Drama and Art, the pupils explored the theme widely, extending from their own situation to the wider community. The majority of students reported positive change in their attitudes through the project.
Secondary:
Developing an existing mentoring initiative in a semi-rural school with a wide social mix, located in a former mining community. All year 10 students were already being trained in mentoring, and the cre8.ed project entailed working on their related motivations, fears and hopes. At the end of the project pupils commented on their increased understanding of relationships and Citizenship. The project established new long-term cross-curricular links, particularly between PSHE, Citizenship, English and RE.
Primary:
A cre8.ed artist has visited a south of England junior school for a week for two consecutive years. During one of these visits, pupils worked at producing developmental and finished work on the theme of ‘A Multicultural Society: What’s in it for me?’ using African Art influences and starting points to challenge pupil perceptions. Following this the school has invited cre8.ed to work over a period of 6 months in all four arts disciplines with groups of its more able pupils.
Primary:
A Fine Artist helped a primary school in the north of England to re-develop its playground. Relationship issues were addressed, both within the school, and with other schools, as pupils conducted research into play. Outcomes included pupils expressing appreciation at their involvement in the playground design, and a specific initiative resulting in children being successfully encouraged to include others in games. Teachers commented that their expectations had been completely fulfilled: playtimes were happier, children were more co-operative and older pupils were helping younger children.
Primary:
In a Gloucestershire primary school an artist has helped develop an interactive mural to shape and form the agenda for whole-school meetings. Pupil feedback showed that as well as finding the activities fun and exciting, the children also learned much about the underlying concepts of citizenship and community. The visual impact of the mural helped to explain the idea of a school council.