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Presentation by Paul Roberts O.B.E

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Design Museum

1. The document discusses the importance of cultural and creative learning for developing skills like creativity, problem solving, collaboration and more. 2. It advocates for schools that cultivate student inquisitiveness, persistence, imagination and discipline through authentic, flexible and workshop-style learning experiences. 3. Research shows that access to cultural activities at a young age depends greatly on parents' education levels, and many children spend little to no time engaged in culture. The document calls for broad, high-quality cultural opportunities for all students.

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Design Ventura March18, 2013 The value of entrepreneurial, cultural and creative learning Paul Roberts www.cceengland.co.uk
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)
Is this what weve got (1) ? (1) The Test-Score/Interest Paradox
Is this what weve got (2)?
Building the Creative Generation (1) 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 (2) 4. Disciplined Crafting and Improving Developing techniques Reflecting critically 5. Collaborative Cooperating appropriately Giving and receiving feedback Sharing the product
What type of school does it need (1) High System Schools with Schools with high high test scores test scores and but low pupil independent independence motivated pupils and motivation Low High Functioning Functioning Schools with creative Low performing activities which are schools enjoyable but do not impact pupil learning Low System
What type of school does it need (2) Guided Role of the teacher Challenging Contrived Nature of activities Authentic Bellbound Organisation of time Flexible Classroom Organisation of space Workshop Individual Approach to tasks Group Hidden Visibility of processes High Static Location of activities Mobile Ignored Self as learning resource Central Some Inclusiveness All Directed Role of learner Self managing
Why does Cultural Education matter and the argument for Design? 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
Why does Cultural Education matter and the argument for Design..? The Extrinsic: Culture changes live (2) Personalised learning and commitment Talent and career pathways Culture providing livelihoods Mass participation ( not just observation) Community cohesion
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
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
Professionalising art-talent Semi-professional Route for the practice of art width Birth of art-talent
Ipsos Mori research on young peoples engagement in the arts The main predictors of young peoples 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.
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.
The Design Ventura Challenge (1) - Establish the moral and educational imperative - Dont polarise the debate - wholeness - Pursue a creative pedagogy - Unlock demand before increasing supply - Invest in Research - Sweat the evidence - .
Invest in Research Provided Between Sweat the evidence (1) training for 2008 60,000 -11 teachers Engaging 750,000 young people Working intensively with 133 3900 schools Local Authorities
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
Presentation by Paul Roberts O.B.E
Presentation by Paul Roberts O.B.E
Presentation by Paul Roberts O.B.E
Presentation by Paul Roberts O.B.E
Presentation by Paul Roberts O.B.E
Presentation by Paul Roberts O.B.E
Presentation by Paul Roberts O.B.E
Presentation by Paul Roberts O.B.E
Presentation by Paul Roberts O.B.E
Presentation by Paul Roberts O.B.E
Family Faces Where did your ideas come from? From my dreams How pleased are you with your sculpture? Very pleased. Next time I think Ill do even better because I learned so much the first time. I achieved something I never thought Id be able to do. www.creative-partnerships.com www.creatvitycultureeducation.org
The Design Ventura Challenge (2) - Establish the moral and educational imperative - Dont polarise the debate - wholeness - Pursue a creative pedagogy - Unlock demand before increasing supply - Invest in Research - Sweat the evidence - Keep the torch burning !
Paul Roberts Chair of the Trustees Creativity, Culture and Education (CCE UK) paul.roberts@cceengland.org www.creativitycultureeducation.or g

More Related Content

Presentation by Paul Roberts O.B.E

  • 1. Design Ventura March18, 2013 The value of entrepreneurial, cultural and creative learning 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 weve got (1) ? (1) The Test-Score/Interest Paradox
  • 4. Is this what weve got (2)?
  • 5. Building the Creative Generation (1) 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
  • 6. Building the Creative Generation (2) 4. Disciplined Crafting and Improving Developing techniques Reflecting critically 5. Collaborative Cooperating appropriately Giving and receiving feedback Sharing the product
  • 7. What type of school does it need (1) High System Schools with Schools with high high test scores test scores and but low pupil independent independence motivated pupils and motivation Low High Functioning Functioning Schools with creative Low performing activities which are schools enjoyable but do not impact pupil learning Low System
  • 8. What type of school does it need (2) Guided Role of the teacher Challenging Contrived Nature of activities Authentic Bellbound Organisation of time Flexible Classroom Organisation of space Workshop Individual Approach to tasks Group Hidden Visibility of processes High Static Location of activities Mobile Ignored Self as learning resource Central Some Inclusiveness All Directed Role of learner Self managing
  • 9. Why does Cultural Education matter and the argument for Design? 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. Why does Cultural Education matter and the argument for Design..? 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. Professionalising art-talent Semi-professional Route for the practice of art width Birth of art-talent
  • 14. Ipsos Mori research on young peoples engagement in the arts The main predictors of young peoples 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 Design Ventura Challenge (1) - Establish the moral and educational imperative - Dont polarise the debate - wholeness - Pursue a creative pedagogy - Unlock demand before increasing supply - Invest in Research - Sweat the evidence - .
  • 17. Invest in Research Provided Between Sweat the evidence (1) training for 2008 60,000 -11 teachers Engaging 750,000 young people Working intensively with 133 3900 schools Local Authorities
  • 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 Ill do even better because I learned so much the first time. I achieved something I never thought Id be able to do. www.creative-partnerships.com www.creatvitycultureeducation.org
  • 30. The Design Ventura Challenge (2) - Establish the moral and educational imperative - Dont polarise the debate - wholeness - Pursue a creative pedagogy - Unlock demand before increasing supply - Invest in Research - Sweat the evidence - Keep the torch burning !
  • 31. Paul Roberts Chair of the Trustees Creativity, Culture and Education (CCE UK) paul.roberts@cceengland.org www.creativitycultureeducation.or g

Editor's Notes

  • #4: Finland and Mexico Countries which have low interest levels and low scores (USA, Nordic), and countries which have High scores and high interest levels (Japan, Germany) This finding is not new, and emerges in fact with many self-reproted measures that have affective components. Partly because these are self-reported measures, this has led to interpret sometimes these negative correlations as misleading artifacts related to the response behaviour of students. Few people actually have tried to interpret this differently, with the consequence that international comparisons of school success never take into account these components. However, there is no reason to expect that the true correlation, if we were able to measure authentic interest without using self-reports, is positive, just because curiosity and test achievement are both desirable outcomes.