Research: Example of Artists being involved within education. - Charity Example
Reflection, notes and My thoughts.
As part of my ongoing research, I have decided to look at organisations that help integrate artists into schools in an effort to expand the curriculum that young people learn. Finding projects and organisations that have a similar focus to that of my current research area helps my project in two ways; firstly it gives me a direct example of how artists are and can be integrated into the education system to enrich and expand the curriculum through skills based learning and secondly how I can justifiably place my practice within the contexts of which it was intended. This is important because it justifies my project being of clear importance and meeting a need within the education system, as well as other forms of learning. From my prior research, I have found very few examples of artists working within schools in a way that is beneficial to both artist, student and school on a national scale. Many of the examples I have found are isolated initiatives that focus on one area of the country or a specific local authority, which although positive, are not always a big enough indication that the need for artists within the curriculum is justified or necessary.
Artists In Residence - Charity Ran By Global Teacher Prize Winner Andria Zafirakou MBE
Artists in Residence is a charity that looks to help schools improve their arts curriculum by providing schools with artist residencies. The use of residences within the charity allows schools to provide a well rounded arts education by “connecting them with artists to co-design a residency project that meets the needs of individual schools and students” (About AiR - Artists in Residence, 2021). This is an important element of the charity’s process because it shows how the organisation works with both the school and the artist to curate a project that is beneficial for all parties, to make it appropriate to run alongside the syllabus that is already in place. It also considers the abilities of the students, as well as other circumstances that the school may have. I find this to be really important because it shows how the relationship between an artist and a school can be effective, if there is a common understanding or a framework that has been agreed to. Charities such as ‘AiR’ creating a service that both school or artist can contact and use shows how important communication between those in creative industries and in education is when the common goal is providing students with a curriculum that is meaningful. It also takes away many of the stumbling blocks that artists run into when trying to be socially engaging within a site for learning, as the charity assist with developing a a relationship between the two parties. Unlike prior examples of initiatives in my research, this charity’s intentions of creating a dialogue between artist and school, as well as putting the importance of arts education first shows that there are areas of the arts trying to be pro-active in making change in the delivery of arts education within all levels of schooling.
One area of this charity’s programme that has been noted that many areas of my research have overlooked is the benefit that artists have on teaching staff. The idea that a creative professional also helping the teachers’ “personal development” (About AiR - Artists in Residence, 2021) is important because it shows how an artist educator’s method of teaching is different to that of a formally trained teacher. Generating ideas, experimentation, problem solving and character building are all areas that artist educators seek to unlock within a student, and the same can be applied to that of the teacher. This is because it allows the member of staff to take on new teaching techniques and integrate them into how they teach the curriculum going forward, while still teaching the curriculum they are obliged to deliver. As well as this, the inclusion of working artists in the classroom can benefit teachers in their efforts to promote the subject and the general importance of the arts within the school community. Therefore the effects of having artists residencies within schools is felt and can be a very valuable asset.
The mission statements for the charity are particularly significant to my research because they acknowledge the issues within the education system, and aim to offer a solution to the downfalls of the curriculum. AiR outlines their mission into four statements citing
“-To inspire young minds to explore pathways and progressions to a career within the creative and cultural industries.
– To raise the status and value of the creative arts in education.
– To create opportunities for the creative and cultural industries to work with schools.
– To support schools to offer an enriching arts curriculum.” (About AiR - Artists in Residence, 2021)
Looking at these mission statements, it is clear that the charity is trying to meet a need within the education system that is currently being overlooked. Like in much of my prior research, the recurring themes of “status and value” (About AiR - Artists in Residence, 2021) are found here which I found really interesting. As this is a charity, and not an article with clear bias, it gives further justification to my understanding that the value placed upon the arts is not on the level of other subjects. Therefore, the need for charities such as AiR is justifiable because external involvement by artists or other creative industries will provide students with the exposure to creative professionals and highlight that a career within the arts is an attainable career path. However, if there is no opportunity to see creative professionals in your years of learning you are less likely to consider this as a career. I believe raising the “status and value” (About AiR - Artists in Residence, 2021) of the arts through the involvement of artists and creative professionals is a step in the right direction, however the issues surrounding perception, funding and limited time for the arts within the school day still remain.
This links to my project because many of my personal motivations for embarking on creating an educational platform for arts education aimed at KS3 and above were based on the notion that the quality of creative education in secondary schools was not at the standard it should be, with little opportunities for students to see creative professionals, and experience skills based learning rather than learning focused on passing examinations. The fact that this charity emphasises exposing students to creative and cultural industries, as well as developing their skills gives my project justification, because there is a need for more projects and organisations focusing on developing young people in these areas, and not just focusing on academia.
The thoughts of artists who participated in AiR’s scheme also give validity to helping young people develop important life and creative skills. It is important to note the opinions of the artists who participate because the scheme is designed to help all parties with their career and learning. One artist stated that “during my residency, I saw first-hand how the arts are not only essential for personal growth and self-understanding but they also teach young people to think creatively, learn to communicate effectively and build resilience” (Lough, 2021). I found this to be an important point of view because it showed how the artist was having an impact on the student’s learning and also how important it is for the artist to be involved in the development of young people’s life skills as well as their creative skills. It shows that charities such as AiR and the network they provide have an impact of young people, and are important in developing well-rounded and creative people. Using other teaching methods and focusing on letting students create freely are methods that they would not be as accustom to within the realm of conventional schooling, which is why the need for artist educators is important within the curriculum. It gives the opportunity to enrich and expand young people’s learning in a way that is not academically driven.
After looking briefly into the work that AiR do as a charity, I have noted many positives that justify the need for artist and school partnerships to deliver meaningful arts education to young people. Schemes such as this show how projects can be produced and agreed upon by both school and artist depending on the needs of each party and produce positive outcomes. One aspect I found most interesting was the mission statements of the charity. I think that the fact that the statements included discussion of value of the arts, offering support to enrich the curriculum and to inspire young people into a career in he arts show how creative industries and charities are trying to be more pro-active in assisting the education system in trying to improve the standard of arts education. I think this is a rare positive in much of my research because what I have analysed previously discusses the detrimental impact certain polices have had on the arts in schools, whereas this charity gives my research a valid method of making positive change in this area. Although I have only analysed the main points of the charity in terms of what they do, it is my intention to research further into their findings and reports to add to my bank of research on how artists can be more involved in the education of secondary school students. I have also contacted the charity directly to find out further information. Overall, I believe this has been a very interesting, positive and insightful aspect of my research as a whole.
Sources:
Artists in Residence. 2021. About AiR - Artists in Residence. [online] Available at: <https://www.artistsinresidence.org.uk/about-air/> [Accessed 27 February 2021].
Lough, C., 2021. School artists project expanding across the UK. [online] Tes. Available at: <https://www.tes.com/news/school-artists-project-expanding-across-uk> [Accessed 27 February 2021].
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