CRAFTed 2012 Evaluation Report, CCoI

2012 Evaluation Report The main focus of this report is to: • • • •

provide information about the CRAFTed process outline key changes for CRAFTed 2012 evaluate outcomes make recommendations for future action and strategic development of the Craft Council of Ireland’s CRAFTed programme

Written by Polly Minett National Co-ordinator Crafts Council of Ireland CRAFTed Programme

Report Contents 1. Introduction 1.1 Overview of CRAFTed 2012 o Aims,objectives, and methodology o Learning outcomes 1.2 CRAFTed nationwide - facts and figures o Data for CRAFTed 2011 and 2012 o CRAFTed 2012 regional breakdown 2. Changes and Developments for CRAFTed 2012 2.1 Expansion of CCoI Craft Education Panel 2.2 Appointing a National Coordinator.

2.3 Appointing four Regional Coordinators 2.4 The role of the Education Centres 2.5 Changes to training and collaborative planning days 3. CCoI Investment and SWOT analysis 4. Education Centre Investment and SWOT analysis 5. Further Recommendations for CRAFTed 2013 5.1 Information evenings for teachers 5.2 Selection of schools and craftspeople 5.3 The CCoI Education panel 5.4 Training days 5.5 Collaborative planning days 5.6 The CRAFTed projects 5.7 Workshop plans and evaluation reports 5.8 Showcasing the CRAFTed projects 6. Summary of Key Recommendations

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CRAFTed 2012 Evaluation Report: Polly Minett Sep/Oct 2012

1. Introduction §

The Crafts Council of Ireland (CCoI) recognises the critical role that education plays in the future growth of craft and in the preservation of our cultural heritage in Ireland. A commitment to education and training is central to CCoI’s Strategic Plan, as outlined in it’s role “to foster and encourage careers in Craft”.

§

Summary Statement: CRAFTed: Learning Skills for Life Primary Schools Programme CRAFTed: Learning Skills for Life Primary Schools Programme provides children with craft specific education and educational training opportunities for professional craftspeople. It offers school teachers training and support while opening up a world of creative possibilities to primary school children. It develops good collaborative practice between craft-makers and teachers. It focuses on how development of craft skills can support integrated learning methodologies, with an emphasis on developing numeracy and literacy skills in the children working on craft projects.

§

Based on the CCoI’s previous ‘Craft in the Classroom’ pilot programme, CRAFTed was first delivered in 2010 - 2011 in partnership with 6 Education Centres’. Success led to its expansion into a nationwide programme, with partnerships agreed with all 21 Education Centres in the delivery of CRAFTed.

§

In order to facilitate the expansion of the CRAFTed programme CCoI initiated a number of changes for 2012 including: -

Expansion of the number of craft workers on the CCoI ‘Education Panel’ to faciliate increased CRAFTed projects.

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Contracting a ‘National Co-ordinator’ and four Regional Coordinators to oversee the Nationwide Programme.

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Set agreed responsibilities with the Education Centres.

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Improvements to training and collaborative planning days.

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CRAFTed 2012 Evaluation Report: Polly Minett Sep/Oct 2012

1.1

An overview of CRAFTed 2012

The main aims of CRAFTed are: 1. To raise specific awareness of ‘craft’ among primary school children, providing positive hands-on making experiences, through creative project work with specialist craft-maker inputs.

2. To begin to develop some basic craft skills in young children, which will give them increased artistic confidence and an interest to gain further craft-related experiences.

3. To capture the imagination of young people, encouraging them to learn more about craft in Ireland, and to give them a pathway into choosing craft as a future career path.

The main objectives of CRAFTed are: a) To offer opportunities for craftspeople to work in primary schools and gain valuable teaching experience, which may lead to further employment prospects within education. b) To support schoolteachers in the specific delivery of practical skills related to the primary level visual arts curriculum. c) To assist teachers and craftspeople on development of craft related curriculum ideas, with lesson plans that focus on children gaining practical skills by creatively making objects. d) To facilitate opportunities for collaboration which has teachers in schools linking with external craft specialists and results in children gaining maximum benefit from ‘paired teaching’. e) To promote integrated learning of multiple subject areas with a specific emphasis on numeracy and literacy skills. f) To raise awareness of ‘craft’ to parents and the wider schools community, giving an insight into the potential benefits of craft skills for children and creating an interest in craft in Ireland.

The main methodology of CRAFTed is: i.

A CCoI ‘Education Panel’ was formed, which includes a diverse range of suitable craftspeople from different craft subject areas Page 4

CRAFTed 2012 Evaluation Report: Polly Minett Sep/Oct 2012

that successfully passed a formal selection process. ii.

To ensure that craftspeople have training in - child protection, health and safety, working in classroom contexts, delivering a residency, contracts and agreements, planning, working collaboratively.

iii.

Collaboration takes place between CCoI CRAFTed staff and staff from Education Centres, agreeing timelines, schools to be included, protocols for project delivery.

iv.

Craftspeople allocated to a primary school, providing circa ten hours in the classroom, working on an agreed craft project. The project uses creative, child-centred process-led methodologies.

v.

When the project is finished, where possible, a local exhibition of the children’s work takes place with parents, children, teachers and others invited, to celebrate and mark the making process.

The main learning outcomes of CRAFTed For each child working on the project: §

To enable the child develop natural abilities and reach its full potential by acquiring new craft techniques, and to practice the skills necessary for creative expression as well as joyful participation in different art forms.

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To enable the child to acquire knowledge, skills and attitudes so as to develop an informed and critical understanding of social, environmental and scientific issues.

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To develop the child's awareness of, sensitivity to and enjoyment of visual, tactile and spatial qualities in the environment.

For those teachers working directly on the project or other adults within the school community contributing to the project:

§

To develop an appreciation of the skills involved in craft based disciplines and an awareness of the potential of the craft creative process as a learning tool.

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CRAFTed 2012 Evaluation Report: Polly Minett Sep/Oct 2012

§

To gain an awareness and understanding of the role of craftspeople and the importance of craft to Irish culture, heritage and society.

§

To develop an understanding of the potential for integrated learning using process based creative teaching methodologies through the Visual Arts, (VA) and Social, Environmental and Scientific Education (SESE) curricula, while specifically supporting and underpinning numeracy and literacy skills.

For individual craftspeople and crafts/artists/ designers working in school on the project:

§

To develop project and classroom management skills to enable makers to direct and deliver future craft based programmes.

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To develop a working knowledge of the Visual Arts and SESE curriculum at primary level and facilitate the development of the creative process that will assist in the delivery of the curriculum.

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To develop an understanding of the potential for integrated learning using process based creative teaching methodologies through the Visual Arts, (VA) and Social, Environmental and Scientific Education (SESE) curricula.

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To gain first-hand experience of working in Irish primary school settings, with a view to developing personal skills and potential networking links which may further improve work prospects.

1.2

CRAFTed Nation-wide: The facts and figures

§

The CRAFTed programme went ‘nation-wide’ in 2012. CCoI’s partnership increased from 6 to all 21 full time Education Centres.

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CRAFTed 2012 Evaluation Report: Polly Minett Sep/Oct 2012

Comparison of data for CRAFTed 2011 with CRAFTed 2012 CRAFTed 2010 /11 47 Schools funded* 50 teachers involved 40 makers involved 1,400 school pupils

CRAFTed 2012 128 Schools Funded* 135 teachers involved 100 makers involved 3,400 school pupils

*Partnership funding was provided by each of the 21 full-time Education Centres and the Crafts Council of Ireland.

Schools funded, number of teachers, number of makers 160 140 120 100

Schools funded

80

Teachers

60

Makers

40

Column1

20 0 CRAFTed 2011

CRAFTed 2012

Number of school pupils (students) involved 4,000 3,500 3,000 2,500 2,000 1,500 1,000 500 0

CRAFTed 2011 CRAFTed 2012 Column1 Number of students involved

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CRAFTed 2012 Evaluation Report: Polly Minett Sep/Oct 2012

CRAFTed 2012: Regional breakdown of School Applications (Based on Education Centre Catchment Areas) North West Donegal Education Centre Sligo Education Centre Mayo Education Centre Carrick Education Centre Galway Education Centre

Applied 4 6 9 8 6

Funded 4 6 6 6 4

Totals 33 applied, 26 funded, 7 waiting to take part in the programme.

North East Drumcondra Education Centre Blackrock Education Centre Dublin West Education Centre Monaghan Education Centre Navan Education Centre

Applied 6 14 14 7 9

Funded 4 4 4 7 6

Totals 50 applied, 25 funded, 25 waiting for the programme

South West Tralee Education Centre Limerick Education Centre West Cork Education Centre Cork Education Centre Co Clare Education Centre

Applied 8 9 8 10 6

Funded 8 8 8 8 6

Totals 41 applied, 38 funded, 3 waiting to take part in the programme.

South East Co.Wexford Education Centre Kildare Education Centre Athlone Education Centre Laois Education Centre Kilkenny Education Centre Waterford Education Centre

Applied 8 7 7 6 7 6

Funded 8 6 7 6 7 5

Totals 41 applied, 39 funded, 2 waiting to take part in the programme.

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CRAFTed 2012 Evaluation Report: Polly Minett Sep/Oct 2012

Regional breakdown 2012: Schools applied and funded 60 50 40 Applied 30

Funded waiting

20 10 0 N West

N. East

S.West

S.East

Totals 165 Primary schools applied to have a CRAFTed project 128 schools were funded and took part in CRAFTed 2011/2012 37 schools still waiting to be involved in the programme in 2013

§

Comparison of regional data on the number of applications for CRAFTed from schools and the levels of funding given to different Education Centres, assists the CCOI with planning predictions regarding potential interest for CRAFTed 2013.

§

This data information also informs CCoI and education colleagues as to which Education Centres have prospective waiting lists for the programme in 2013. These schools will have already attended ‘teacher information evenings’ and so information evenings for CRAFTed 2013 may not be necessary in all cases.

2.

Changes and developments for CRAFTed 2012 §

In order to facilitate the expansion the CRAFTed programme CCoI initiated a number of changes and developments from the 2010 -

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2011 CRAFTed programme.

2.1

Expansion of The CCoI Education Panel §

Evaluation of CRAFTed 2011 emphasised how important it is, where possible, to use local craft-makers to deliver the projects in schools.

Not only does this have the benefit of craftspeople not having the time constraints and expense of travelling, it also encourages and helps to build a longer term relationship between the craftsperson and the school community. Building this relationship has led to future opportunities for the craft-makers.

§

Due to the development of CRAFTed into a nationwide programme, in partnership with the 21 full-time Education Centres, there was a need to increase the number of craft-makers on the panel and after a selection process it was increased from 74 to 138.

§

A call out for craftspeople interested in being considered for the CCoI Education Panel was sent out in the summer of 2011, with interviews held regionally in the Autumn of 2011. Candidates did not have to necessarily have previous experience of working in arts education, but did need to demonstrate a strong interest in teaching and/or training, had to be regisiered with the CCoI and have high professional craft-making skills.

§

The CCoI also held Education Panel information evenings, giving details on the launch of the CCoI learncraftdesign.com website with its info on CCoI education programmes and outlining forthcoming opportunities for craftspeople.

Outcomes of Education Panel

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Even with an increase in the panel members, certain regions still have few Education Panel craftspeople in certain regions. This created difficulties placing all craftspeople locally, and it meant asking some craftspeople to travel long distances in 2012.

§

As all 21 full time Education Centres were rolling out the CRAFTed programme at the same time, this led to demands on the Craft Education Panel. This meant the selection and placement of craftmakers was a time consuming process.

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Recommendations regarding the CCoI Education Panel 2013 a) CCoI do another call out for the Education Panel, targeting the following regions: The Midlands, Cork, West Cork, Kerry, Donegal, Sligo, Leitrim. b) The learncraftdesign.com website will be kept up-to-date with profiles of the craftspeople who are members of the Craft Education Panel, as well as updated information showcasing CRAFTed projects. Craftspeople should add detailed information on specialized skills which they possess e.g. Irish speaker, experience with special needs, other relevant experience.

2.2

The Appointment of a National Co-ordinator §

2.3

The role of a nation-wide co-ordinator was set up to ensure smooth running of the CRAFTed programme, with all partners and participants involved. This included training, supporting and working with the regional co-ordinators on all aspects of delivering the programme to Education Centres, selected schools and selected craft-makers. The role also included feedback and evaluation of the nationwide pilot to a ‘CRAFTed Steering Committee’ made up of various senior colleagues.

The Appointment of 4 Regional Co-ordinators

§

In order to assist the nation-wide role out of CRAFTed and to run the programme regionally, the CCoI appointed four regional coordinators. This enabled the programme to take part nationwide over a short time span.

The Regional Co-ordinator Role The role was allocated 15 days in which the co-ordinator has to: -

Liaise with full time Education Centres on the running of the CRAFTed programme within their region.

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Deliver CRAFTed programme information evenings to teachers Page 11

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at individual Education Centres.

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Liaise with Education Centres on the selection of schools.

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Match the craftspeople to the selected schools.

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Work with trainers National Co-ordinator (Polly Minett) and experienced residencies trainer (Marie Brett) to facilitate collaborative planning workshops for teachers and craftspeople in the regional centres.

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Document and feedback on local progress of the CRAFTed programme to the CCoI CRAFTed National Co-ordinator.

Outcomes §

The regional Co-Ordinators all kept in contact with each other and worked very as a team. They shared their local processes, flagged up potential problems in their region and shared issues including solving similar problems together with the National Co-ordinator.

This was invaluable for the smooth running of the programme. Feed back from the regional co-ordinators raised the following points: -

Due to the short time frame in which the programme needed to be prepared and rolled-out, the co-ordinators only received one induction training day, before they started. The feedback from this day indicated there was too much information to assimilate in one day only. An additional day for the induction training would have enabled them to be more confident and allow them independance as they developed into their new roles.

-

Training for delivering ‘Teachers Information Evenings’ and the ‘Collaborative Planning’ was only modelled once, with CoOrdinators not being completely familar with the material they had to later present. The feedbck indicated that this was not sufficient for them to deal with potential questions they might have to answer.

-

Co-Ordinators noted that that it can be very difficult to deliver training planned and/or written up by someone else. If there had been time for induction training it would be far better for the four Co-Ordinators if they develop their own training facilitation based on the aims and objectives that need to be delivered.

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Recommendations regarding the Regional Co-Ordinators 2013 a) That the CRAFTed regional co-ordinators are contracted on a job-by-job basis. b) That the CRAFTed regional co-ordinators are given time and support to design and develop their own style of presentations and collaborative workshops based on the aims and objectives of the CRAFTed programme. c) Co-ordinators administration time can probably be reduced if ‘Education Centre’ administration staff are informed as to the Centre’s level of full commitment and contributory involvement in the programme.

2.4

The Role of the Education Centres §

The main aim of the nation-wide extension of CRAFTed was to involve more children, craft-makers and teachers in the process so that the benefits of the programme would be enjoyed by more people. In order to sustain the CRAFTed programme and transform it into an ongoing programme, a key objective of the CRAFTed pilot was to explore reductions in the amount of administration support provided by the CCoI in order to directly cut costs and enable the programme to run more efficiently.

§

The general administration of the programme transferred and became the responsibility of the Education Centres, with the national co-ordinator and regional co-ordinators providing additional support where necessary. An administration information pack including all templates was distributed to all Education Centres.

§

The 21 full time Education Centres agreed as key partners in the CRAFTed Programme, to take on the following administration roles: -

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Dissemination and liaison with schools on all information relating to CRAFTed including information evenings, timelines, application processes and collaborative training.

Feedback and evaluation from schools and craft-workers.

Showcasing work if possible in education centre/regionally.

Payment of fee to craft-workers.

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CRAFTed 2012 Evaluation Report: Polly Minett Sep/Oct 2012

-

Collection of finance from each participating primary school.

Outcomes related to the Education Centres’ §

The Education Centres’ were fully committed to the programme with their administration staff effectively taking on the roles noted above.

§

The main area of discrepancy and confusion was related to payments and taxation levels for craftspeople. This area will need to be clarified going forward for 2013.

§

Several of the Education Centres showcased the childrens’ final craft project-work in their own centres’ with parents and others attending. A number of the showcases were attended by CCoI representatives and government Ministers. The benefits of these events were clear, especially for the young children. All involved in their organisation, especially Education Centre Directors and their supporting staff, are to be commended for the work that went in to making them such successful events.

§

For future planning, attendance at ‘showcases’ would be easier to organise if dates are set and publicised more in advance. The showcases could be used in further promoting the CRAFTed programme and raising increased awareness as to the benefits of schools participating in CRAFTed. It was suggested that the CCoI in partnership with the Education Centres should issue a certificate to participating schools and the craftspeople involved to recognise the level of commitment to the Programme. Some centres did organise their own plaques and certificates. It is planned for 2013, for the CCoI to issue, and present certificates to all schools and craftspeopls involved.

Education Centre Recommendations a) Clarity is required regarding the withholding tax policy of Education Centres b) That all Education Centre Directors’ reach a concensus on the above, in order that the payment and taxation system is made clear to craftspeople before they finally agree to working on the CRAFTed programme.

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c) All Education Centres Directors’ ensure that the relevant administrative assistant/accounts person, with responsibility for CRAFTed, is clear on the Education Centre responsibilities and actions for the project.

All Education Centre Directors discussed the inclusion of a CPD requirement from teachers involved in the programme. One possible suggestion for implementation is that Education Centres run a series of Visual Arts based CPD courses faciltated by the participating craftspeople.

2.5

Changes to Training & Collaborative Planning days 2013 §

In order to facilitate the expansion of the CCoI Education Panel and an increase in the number of CRAFTed projects and taking into consideration restricted budgets with tight time constraints, CRAFTed 2010 - 2011 ‘Training & Collaborative’ planning days were condensed and re-designed.

§

A basic half-day training workshop for the new members of the ‘Education Panel’ was designed and facilitated by Marie Brett with input on the CRAFTed Programme by Polly Minett. The content was based on looking at the types of public engagement that the panel could become involved in and planning strategies to prepare for this type of work. These workshops were run twice in one day in Drumcondra Education Centre and then again in Limerick Education Cente. Attendance at these workshops was mandatory for all new panel members who wanted to be considered for CRAFTed.

§

Collaborative Planning days for selected teachers and craftspeople was reduced to one day. The day was designed/modelled by Marie Brett and Polly Minett, then facilitated regionally in eight Education Centres and supported by a regional co-ordinator Collaborative Planning Day Outcomes

§

Feed back from the Education Panel basic training day was mostly positive, with the majority of participants finding the workshop very useful, informative and a good learning experience.

§

Feed back from the Collaborative Planning days was fairly positive, but many participants felt that the day was intense and could have been more interactive, with more time planning. Craftspeople also Page 15

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felt that as it wasn’t a specific training day that they should be paid to attend it. Some craftspeople, who were involved in more than one project had to attend up to four different collaborative planning days. This involved additional time and travel costs which were unpaid.

Collaborative Planning Day Recommendations a) That the Education Panel half-day basic training workshops are continued for new members of the panel, with the models of public engagement being adapted to support the forthcoming demands of the panel. b) That the newly published CcoI Code of Practice for Public Engagement in Educational Contexts is the template for best practice in the 2013 collaborative planning days. c) That the aims and objectives of the ‘Collaborative Planning’ days are reconsidered, insuring that where possible the faciliators contribute ideas to the methods of delivery. d) That all craftspeople are paid to attend the ‘Collaborative Planning’ days as the days are time consuming, require full commitment and could not considered as training but rather as an integral part of the process to help ensure quality assurance and maintenance of standards across the nation-wide CRAFTed programme in all areas.

Other Operational Considerations §

The inital pilot programme had to be adapted to roll-out on a large nation-wide scale, involving a larger number of new partners and participants, which meant that the preparation and training for CRAFTed 2012 took up a lengthier amount of work-time than was anticipated.

§

There was a very short time-scale in which to prepare and role out the programme.

Other Operational Recomendations a) The programme could be rolled out regionally over a period of a few months. This should put less demand on the ‘Education Panel’, allowing the collaborative planning days to be organised Page 16

CRAFTed 2012 Evaluation Report: Polly Minett Sep/Oct 2012

over a longer time period.

3. CCoI Investment in CRAFTed §

During the last seven years the CCoI has consistently invested in CRAFTed via development, funding and support of it’s Primary School programme, first as ‘Craft in the Classroom’, following that as the ‘CRAFTed: Learning Skills for Life Primary School Programme’.

§

A main ambition of CRAFTed is to foster and encourage young people at primary level to consider a potential career in ‘Craft & Design’ by enabling them to work with the highly skilled creative craftspeople and designers that make up the CCoI’s Education Panel. The CRAFTed process clearly helps make young children directly aware of the various practical skills involved in designing and creating work, provides them with a fun way of learning through a combined class project and helps create an understanding of how many of the craft-skills worked upon are based in the core subjects they already learn at school.

§

CRAFTed 2012 helped raise the profile of craftspeople at local/regional level, as well as the educational work of the Crafts Council of Ireland at a regional and national level.

§

Related CCoI marketing analysis tools highlight that an understanding of the process of creating craft leads to a love of crafts. It is important to note that the young school pupils involved in CRAFTed will in time grow to become Ireland’s future consumers, with a strong interest and natural disposition towards craft and design.

§

The CRAFTed 2012 programme has created some further paid work opportunities for 100 registered members of the CCoI. As intended, the training and experience that the programme has provided has led to many of the craftspeople developing further educational work as well as links to Education Centres. A further benefit for craftspeople that are Education Panel members is if the training and experience of their teaching in the classroom could be accredited in the future.

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CCoI investment - SWOT analysis Strengths • Nurturing future makers of craft •

Nurturing future buyers of crafts

•

Raised the profile of craft and it’s makers nationwide

•

Provided training & employment opportunities for CCoI members

Opportunities • To further develop partnership model with the dept. of Education •

Further develop the profile of the CCoI and Irish Crafts and Design

Weaknesses • Financial constraints •

Reduction in contract hours from 14 to 10 has created more pressure for craftmakers

•

Limited travel allowance with craft-makers more reluctant to travel

Certain regions have few craft-makers registered on the panel which means bringing people from other regions Threats • Financial - lack of funding for a nationwide programme could seriously jeopardize the quality of the work •

•

Ed panel members would feel that the work was not financially viable

4. Education Centre Investment in CRAFTed §

The CRAFTed Programme offers Education Centres a highly professional, visual arts programme that supports integrated learning methodologies with a specific focus on numeracy and literacy skills. The programme also supports CPD for teachers as they gain ideas and confidence in delivering the Visual Arts curriculum.

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Strengths • Education Centre directors know that CRAFTed is a well piloted programme with proven success •

Education Centres could utilize the skills of the CCoI Education panel, to deliver other programmes

•

CRAFTed provides active support for integrated learning, numeracy and literacy skills and CPD in the visual artist curriculum, all the above are key requirements for Education Centres

Opportunities • Partnership with CCoI offers Education Centres further opportunities to develop the CPD training programmes for teachers

Weaknesses • Present administration systems are too time consuming •

Financial constraints on Education Budgets

Threats • Financial cuts •

A change in target requirements from the Department of Education

5. Further Recommendations for CRAFTed 2013 5.1 Information Evenings for teachers a) Education Centres’ should target schools who applied but missed out on CRAFTed 2012 or attended CRAFTed teachers information evenings and offer them a chance to apply for CRAFTed 2013.

Note: 267 teachers attended the CRAFTed 2012 Information Evenings, with approximately 130 teachers nation-wide who have already been informed of the programme. b) The organisation, necessity and scheduling of information evenings for teachers are at the discretion of the Education Centre.

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b) Schools be informed that each schools needs to contribute a small portion of the overall cost of running the project. c) Criteria for selection should be reviewed and to schools when they apply 5.2 Selection of Schools & Craft-workers a) Education Centre Directors’ review the selection process and agree on any changes for CRAFTed 2013. b) Education Centre Directors select the schools, inform co-Ordinators and supply all relevant information i.e. type of school, location, specific interests, class level, class number, special needs, teacher contact number etc. c) Regional Co-Ordinators select and contact Craft-makers placing people as locally as possibly.

5.3 The CCoI Education Panel a) A CCoI ‘call-out’ for new members to the Education Panel is made in targeted areas. b) Regular e-mails are sent to the existing CCoI Education Panel informing them of forthcoming opportunities. c) The existing panel are consulted on the areas of support for education based models of engagement they would be interested in receiving training workshops in.

5.4 Training days a) The basic training workshop is offered to all new members and is mandatory for any new crafts person wanting to be involved in CRAFTEd 2013 - to take place circa Autumn 2012. b) Advanced level training offered to existing Panel Members, to include training for delivery of CPD for teachers / facilitation skills. In order for craft-makers to be ready for workshops for CRAFTed 2013 this should take place Autumn 2012.

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5.5 Collaborative Planning days a) The aims and objectives of the Collaborative Planning day need to be reviewed. Collaborative planning days could be facilitated by Regional Co-ordinators and supported by selected members of the Education Panel, who have substantial experience of CRAFTed and it’s methodologies. b) Design of delivery needs to be developed in consultation with the facilitators c) A specific training workshop for CRAFTed facilitators to look at the delivery of the collaborative planning day d) Images used for training and collaborative planning days should be realistic representations of 10 hours work.

5.6 The CRAFTed Projects a) The128 completed craft-projects created during the 2012 Programme were visible proof as to the success of CRAFTed and it’s process. The childrens’ excitement and confidence displayed when presenting on their projects at showcase events was strong testament as to how children themselves reflected on their involvement in the CRAFTed programme and how they specifically enjoyed working on their own particular craft-project. b) The CRAFTed Projects ranged from large patchwork quilts depicting the history of the local environment, stained glass windows created from jewel colored felt to beautiful model wood yachts crafted so precisely that they would all float. c) All projects demonstrated how the creative process supports an integrated methodology whilst at the same time utilizes and encourages development of childrens’ numeracy and literacy skills.

A related evaluation report document outlining the content of each project is presently being compiled which will have further details of the literacy and numeracy development. d) Due to the dedication of the craft-makers involved, and sometimes over ambitious expectations of schools, many of the projects ran over and above the 10 contact hours. Projects must be designed to be realistically achievable in 10 contact hours although this may Page 21

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impact on the style of work created. e) As CRAFTed aims to raise the standard of craft and design created by children by teaching them new skills, it is recommended that the number of projects be potentially reduced whilst contact hours are increased. Each region could be offered a more in-depth skill based crafts residency designed for the primary sector, with more contact hours, where the main aim is to publically challenge expectations of children creativity in schools. It could be followed up with a series of related skills based CPD workshops for teachers.

5.7 Workshop Plans & Evaluations Reports a) The present method of reporting on the progress of the projects and evaluating needs to be reviewed as it is too time consuming and due to administrative time constraints, much of the data has yet to be utilized. b) An opportunity to submit lesson plans and workshop ideas for publication on the CCoI’s learncraftdesign.com website should be offered to teachers and craftspeople. c) The CRAFTed 2012 workshop feedback and evaluation reports could be summarised and filed by a CCoI ‘staff intern’. d) The feedback documentation could be useful to develop into an education resource pack, or to further benchmark the success of the CRAFTed programme. It could also be used as research to further develop its methodologies.

5.8 Showcasing the Projects a) Education Centres should explore best methods for showcasing the projects regionally and set dates/publicize these as early as possible. b) The set up and selection for a ‘CRAFTed Exhibition’ at the National Museum of Ireland, Collins Barracked (subject to confirmation) needs to be planned carefully and handled quite sensitively as it must not overshadow the process led approach to projects.

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6. Summary of Some Key Recommendations for Future Strategic Planning a) CCoI focuses on expanding and developing the Education Panel.

Offering advanced training / facilitation skills for existing members.

Existing members should be consulted as to areas of interest, but the training should include workshops on delivering CPD. b) Training workshops for selected panel members preparing to deliver collaborative planning workshops for teachers and craft-makers, as collaborative planning is key to the success of CRAFTed. c) Classroom contact hours for CRAFTed should be increased to 12 hours, as the majority of projects ran over and depended on the good will of the crafts person. d) CCoI supports four more substantial projects at primary level, based on the same principles & using the same methodology as CRAFTed but for a longer period of time. The aim of these projects would be to have more time to explore the processes of crafted skills supporting integrated learning and the outcome would really raise the bar. e) Teachers’ information evenings are limited to those Education Centres who need to inform more schools. The Centres should take on more of the administration of the programme targeting/selection of schools; Information evenings, etc. Education Centres also to develop and formalize the CPD element of the programme with teachers sharing learn skills and process with their colleagues. f) Feed back and Evaluation on the projects is simplified and there is a call – out for participants interested in developing their workshops /lesson plans for the LCD website g) Regional Co-Ordinators are employed on a ‘job-by-job’ basis to present CRAFTed and facilitate collaborative planning days with support from key craft-makers from CRAFTed 2012.

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About: This report was written by Polly Minett, National Co-Ordinator of the Crafts Council of Ireland’s CRAFTed Primary Schools Programme. Polly Minett is an educator, education specialist and practicing paper artist based in Castlecomer, Kilkenny.

This report will be used to shape and refine the future strategic planning of CRAFTed in the future. Alongside best practice guidelines, this report will continue to be a part of future primary level initiatives planning and development.

Acknowledgements: An integral aspect of compiling this report was through evaluations and feedback received from key stakeholders in the CRAFTed programme.

The Crafts Council of Ireland and the CRAFTed National Co-Ordinator would like to sincerely thank our CRAFTed partners: the 21 full time Education Centres in Ireland. CCoI would also like to thank the four Regional Co-Ordinators in 2012, for their expertise and valued contribution in delivering the process-led ethos of the CRAFTed programme in 2012. In particular, CCoI would like to thank: Bernie McCoy Deidre Rogers Fiona Woods Karen Webster Marie Brett Thank-you to the staff at Kilkenny Education Centre for their ongoing support, advice and guidance in the evaluation process.

CCoI would also like to sincerely thank all members of the CCoI Craft Education Panel, who worked on CRAFTed in 2012. We are grateful to all our craftspeople who share their skills and expertise with the next generation of makers in Ireland through the CRAFTed programme.

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CRAFTed 2012 Evaluation Report: Polly Minett Sep/Oct 2012