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‘Arts Award  in  Motion’   A  pilot  project  for  South  East  Northumberland      

Report by     Sarah  Hudson  –  Project  Manager           August  2012                                





‘ARTS AWARD  IN  MOTION’  MARCH  –  JULY  2012   A  pilot  project  for  South  East  Northumberland           CONTENTS     Page  3       Page  5       Page  7       Page  9       Page  11     Page  13     Page  15     Page  20     Page  21     Page  22     Page  24     Page  26     Page  28                  

Executive Summary   Introduction   Project  Initiation   Background  to  participants   Different  models  and  approach  taken   Professional  artists   Observations   Moderation   Sharing  event   Future  delivery  model   Recommendations   Summary   Appendices  


EXECUTIVE SUMMARY   ‘Arts  Award  in  Motion’   This  partnership  project  developed  from  previous  work  undertaken  in  South  East   Northumberland  involving  the  formal  and  informal  education  sector  which  highlighted  the   need  for  further  support  and  investment  into  the  formal  education  sector  to  grow,  develop   and  sustain  Arts  Award.    A  dedicated  pilot  project  with  schools  was  identified  as  the  way   forward  to  provide  answers  and  an  insight  into  barriers  and  low  levels  of  engagement  with   the  award.     The  aims  of  the  project  were  to  investigate  barriers  of  engagement  in  Arts  Award  within   schools  and  deliver  a  support  programme  to  schools  that  were  engaging  with  the  award  for   the  first  time.    This  work  was  designed  to  develop  partnerships  with  schools,  artists  and  arts   organisations  and  was  to  be  evaluated  to  assist  in  the  long  term  sustainability  of  Arts  Award   in  South  East  Northumberland.     Six  schools  were  involved  in  the  project;  Bede  Academy,  Blyth;  Bothal  Middle,  Ashington;   Guidepost  Middle,  Guidepost;  Whytrig  Middle,  Seaton  Delaval  and  two  special  educational   needs  schools  (SEN);  The  Dales,  Blyth  and  Cleaswell  Hill,  Guidepost.    The  supportive   programme  involved  all  of  the  schools  to  deliver  Arts  Award  at  Bronze  Level  following  the   Arts  Award  training  of  teachers.    All  schools  delivered  the  project  differently;  some  groups   were  larger  than  others,  some  worked  out  of  school  hours,  others  part  of  the  curriculum  or   a  combination  of  both  and  all  schools  worked  in  different  art  specialisms.    Each  school  had  a   professional  artist  working  for  two  sessions  with  the  young  people  and  the  support  of  the   Project  Manager  throughout  the  project.     55  young  people  were  moderated  through  this  project  and  all  achieved  the  Bronze  Arts   Award.  This  is  one  less  than  the  number  of  young  people  who  achieved  the  award   throughout  Northumberland  from  April  2011  –  March  2012.    All  teachers  confirmed  they   would  continue  with  Arts  Award  if  local  external  support  was  available  and  have  already   highlighted  plans  to  train  at  Discover  and  Explore  levels,  progress  with  the  same  group   through  to  Silver  and  start  new  groups  in  Bronze  within  their  school.     ‘Arts  Award  in  Motion’  has  identified  a  model  of  working  based  on  the  successes  of  the   project  and  also  provided  recommendations  for  Arts  Award  sustainability  and  development   in  the  future  for  Northumberland.    See  page  21:  Future  model  of  working  and   recommendations.             3    

Northern Cultural  Ambassadors  Network  (NCAN)  in  Northumberland  will  be  integral  to  Arts   Award  opportunities  and  sustainability  in  providing  funding  opportunities,  access  to  high   quality  professional  artists  and  opportunities  to  visit  venues  and  organisations.    NCAN   should  promote  the  ‘Arts  Award  Supporter  Scheme’  specifically  targeting  the  key  arts  and   heritage  organisations  in  Northumberland  to  join  and  promote  opportunities  for  clusters  of   schools  to  discuss  portfolios,  creative  evidencing  and  joint  moderations.     External  one  to  one  school  support  was  most  welcomed  during  the  project.    The  new  Arts   Award  advisers  felt  this  greatly  helped  their  delivery  and  assisted  them  in  getting  through  to   moderation.    This  project  has  highlighted  the  need  for  post  training  support  such  as  an  initial   planning  session  for  Arts  Award  advisers  first  project;  a  generic  programme  would  not   satisfy  these  needs.    Other  support  that  should  be  developed  would  be  in  I.T  through   sections  of  the  advisers’  toolkit.     Another  method  of  support  came  directly  from  encouraging  parents’  involvement:  Schools   that  had  the  support  of  the  parents  through  an  information  session  at  the  beginning  of  the   project  completed  some  of  the  award  at  home  alleviating  some  of  the  teachers’  capacity   issues.    This  would  be  enhanced  by  providing  pro-­‐formas  for  the  parents  for  any  work  that   was  completed  out  of  school.       Teachers  struggle  for  time  and  at  the  end  of  the  summer  term  time  was  tighter  than  ever.   Schools  completing  the  Award  for  the  first  time  should  embark  on  Arts  Award  as  near  to  the   beginning  of  a  school  year  as  possible  with  April  being  the  goal  for  moderation.         This  report  will  inform  strategic  work  and  developments  in  the  North  East  following   discussions  with  the  Bridge  North  East  (The  Sage  Gateshead),  Arts  Council  England  and   other  regional  partners  on  issues  identified.                               4    

INTRODUCTION Through  work  via  the  Regional  Development  Co-­‐ordinator,  the  Arts  Award  National  team   and  previous  work,  developed  by  Northumberland  County  Council  and  Blyth  Valley  Arts  and   Leisure  Trust  (BVAL)  it  was  identified  that  the  formal  education  sector  in  South  East   Northumberland  needed  a  drive  and  some  support  work  to  grow,  develop  and  sustain  Arts   Award.    Mapping  work  had  begun  through  the  Council  but  a  dedicated  pilot  project  with   schools  was  identified  as  the  way  forward  to  provide  answers  and  an  insight  into  barriers   and  low  levels  of  engagement  with  the  award.   Aim   •

To complete  targeted  research  to  investigate  the  barriers  of  engagement  in  the  Arts   Award  within  schools.   • To  deliver  a  support  programme  for  eight  schools  from  South  East  Northumberland   from  across  section  of  Middle,  High,  Academy  and  Special  Educational  Needs  (SEN)   schools.   • To  evaluate  the  pilot  project  to  assist  in  the  long  term  sustainability  of  Arts  Award   delivery  in  South  East  Northumberland.     Objectives   To  develop  strong  partnerships  with  a  cluster  of  schools  and  provide  meaningful  support:     Develop  and  support  a  network  of  8  schools  in  South  East  Northumberland;   Provide  Arts  Award  Adviser  training  for  up  to  16  teaching  staff  (2  from  each  school);   Provide  funded  places  for  teaching  staff  at  the  Arts  Award  regional  conference;   Support  advisers  in  project  planning  for  creative  evidence  required  in  young  people’s   portfolios;   • Support  advisers  in  preparing  for  moderation;  and     • Provide  opportunities  for  staff  to  share  their  experiences  and  take  part  in  an   overarching  evaluation.       To  develop  strong  partnerships  between  artists,  arts  organisations  and  schools:     • Include  workshop  support  and  expertise  from  artists/arts  organisations  in  the   programme  planning;   • Use  professional  artists/arts  organisations  that  can  tailor  workshops  to  the  scheme;   and     To  enable  pupils  to  achieve  results:   • Encourage  up  to  10  pupils  from  each  school  to  work  towards  achieving  Arts  Award   Bronze   • Enable  pupils  to  share  their  experiences  through  a  sharing/celebration  event.           • • • •


Partners This  project  was  developed  by  Blyth  Valley  Arts  and  Leisure  and  Northumberland  County   Council  in  partnership  with  Arts  Council  England,  North  East  (who  at  the  beginning  of  the   project  planning  was  the  host  organisation  for  the  Regional  Development  Co-­‐ordinator  post   for  Arts  Award  in  the  North  East);  and  Queens  Hall  Arts  who  manage  arts  development   through-­‐  out  the  county.    BVAL  are  committed  to  developing  the  Arts  Award  in  the  South   East  of  Northumberland  and  Northumberland  County  Council  are  the  lead  advocates  for  the   development  of  Arts  Award  across  the  County  as  well  as  the  Training  Agency  for  Arts  Award   holding  the  public  and  in-­‐house  training  license  for  Arts  Award  Bronze  and  Silver  levels.    The   project  is  managed  by  Sarah  Hudson  a  freelance  consultant  who  has  been  involved  in  the   development  and  training  of  the  Arts  Award  in  the  North  East  for  the  past  four  years.   Costs   ‘Arts  Award  in  Motion’  has  allowed  for  the  following  costs  to  be  met  by  the  project:   • Co-­‐ordinator  and  support  fees   • Conference  fees   • Training  fees     • Professional  artists  fees  and  materials     • Celebration  event  costs     The  monetary  spend  on  this  project  £8,560     All  other  costs  were  covered  by  the  individual  schools  –  moderation,  visits,  badges  and   packs  -­‐  £1,250.   This  is  a  cost  of  £45  per  capita  head  for  all  people  involved  in  the  award;  advisers  and   support  staff,  students  completing  the  award  and  further  students  engaging  with  elements   of  the  award.                       6    

PROJECT INTIATION     The  project  was  delayed  by  discussions  of  funding  and  the  change  in  management  of  the   Arts  Award  in  the  North  East  from  the  Arts  Council  to  the  Bridge  North  East  (The  Sage   Gateshead).    There  was  also  the  secondment  of  a  management  member  of  staff  that  was   leading  on  the  project  at  BVAL  and  subsequently  contract  delays  which  all  contributed  to   the  project  being  approximately  four  weeks  behind  the  scheduled  start  date.       Proposed  timeline     Jan     Feb   Mar   Mar   Mar   Mar   Apr   Apr   Apr/Jun       May   Jun     Jul       Aug   Sept  

Approval of  pilot  and  acquire  funding   Mapping  exercise   Recruitment  of  schools   Arts  Award  adviser  Regional  Conference  –  The  Sage   Meeting  with  schools  or  at  conference   Draft  evaluation  project  plan  written   Arts  Award  adviser  training  –  2x  twilight  sessions   Planning  meetings  with  8  schools  (following   training  and  Easter  break)   Registration  of  school  as  a  centre  and  young   people  when  log  ins  received  from  national  team   Arts  Award  work  continues  in  schools   Support  meeting     Delivery  of  2  x  half  day  artists  workshops  in  schools   Book  shared  /  public  moderation   Meeting  of  all  teachers  together  to  discuss   progress,  pitfalls  and  sustainability  of  Arts  Award   work  in  schools   Individual  portfolio  support  meetings  for   assessment  forms     Moderation  takes  place  –  results   Celebration/Sharing  event   Final  Individual  evaluation  meetings  of  pilot  and   thoughts  for  the  future  (5)   Evaluation  report  completed   Certificates  of  successful  candidates  received  


Recruitment The  recruitment  of  the  schools  to  the  project  proved  extremely  difficult.    All  middle,   secondary,  high  and  academy  schools  were  contacted  in  the  South  East  of  the  County  –  this   was  21  schools  in  total.    The  recruitment  process  also  highlighted  a  number  of  initial   barriers;  some  schools  weren’t  interested  at  all  in  the  project,  others  were  interested  but   failed  to  get  back  in  touch  and  other  schools  had  the  information  sitting  with  the  wrong   person  or  someone  that  couldn’t  action  it  or  go  any  further  with  the  project.    This  led  to   some  schools  not  being  recruited  in  time  for  the  Arts  Award  regional  conference  in  March  at   The  Sage  Gateshead.    Teachers  did  not  have  the  time  to  arrange  cover  in  schools  or  head-­‐ teachers  didn’t  have  the  lead  in  time  to  allow  them  time  away  from  the  classroom.       Finally,  six  schools  were  signed  up  to  the  project  (rather  than  the  eight  that  was  in  the   original  plans)  with  a  good  diverse  mix:  1  academy,  2  SEN  schools  of  different  ages  and  3   middle  schools.    None  of  the  schools  that  had  signed  up  had  been  involved  in  Arts  Award   before  and  only  two  teachers  had  heard  about  it  prior  to  the  project.    They  were  all  going  to   take  a  group  of  a  maximum  of  13  young  people  through  the  Bronze  level  award.   They  chose  their  group  of  young  people  at  the  school  for  different  reasons  and  the  interest   in  the  project  came  from  within  different  strands  in  each  school  as  outlined  on  page  9.                               8    

BACKGROUND TO  PARTICIPANTS   The  following  questions  were  asked  at  the  beginning  of  the  project  when  they  had  all   completed  training  and  had  ideas  of  what  they  were  going  to  develop  in  school.   School  

Where did  the   interest  originate   in  school  

Why does  the  school   wish  to  be  part  of  the   project  

Background to   learners  involved  

Bothal Middle    

Drama/ English   teacher    

Guidepost Middle  

Head of  learning  –   year  8  &  music   teacher  

To give  students    a   recognised  qualification   and  foster  an  interest  in   the  arts   Opportunity  to  be  led   through  the  process  

12 learners  of  mixed   ability  from  gifted  and   talented  to   disengaged   10  learners  from   Yes   years  7  and  8  of     mixed  ability  

Whytrig Middle  

Art teacher  

The Dales   School  (SEN)  

Headteacher and   SMT  

Been interested  in  the   award  but  needed   support  which  the   teacher  now  has  in  class   and  through  the  project.   To  raise  the  profile  of  art   in  school  and  help  the   learners  achieve   something   Raised  opportunities   and  self-­‐esteem  for  our   children.    

Cleaswell Hill   (SEN)  

SMT were  the   stimulus  for  Arts   Award  training.        

To promote  the  arts  and   pupils  achievements   through  the  arts,  with  a   desire  that  all  pupils   should  engage  with  a   variety  of  art  forms,   whilst  achieving   qualifications.  

A very  mixed  group  –   ability  wise.   5  girls  are  more  able   but  lack  confidence.     7  Boys  have  very  low   ability  but  very   confident  and   practical.  Most  have   home  life  issues.   9  children     Children  have  a  range   of  learning  and   behavioural   difficulties.    Some   severe  issues.   A  group  consisting  of   approx.  12  students   with  varying  Special   Needs  aged  16-­‐18.     None  are  specifically   interested  in  the  arts   but  were  selected  as   a  class  group.  

Bede Academy  

The interest  was   for  a  collaborative   project;  Drama  &   Music  depts.  This   didn’t  materialise,   so  art  department   provided  lead.  

In order  for  those   students  with  a   desire/interest  in  this   field  to  achieve  and   develop  skills  in  a   beneficial  way,  school  is   committed  to  providing   extracurricular  activities  


Schools intention    to   continue   with  award   post  project   Yes  

Not sure  


Potential to   implement   an  A  Award   Week-­‐pupils   have   program  to   initiate   interest  in   the  arts   9  yr.  9  students  &  1   Yes  we   yr8  through  Bronze   intend  to   Award.  They  all  have   continue   a  strong  interest  in  art   with  the  Arts   and  arts  project  work.   Award.  See   They  are  high   first  group   achievers;  some   all  the  way   gifted  and  talented.   to  Gold   Award.    


Unaware of   Artsmark  &   NCAN   Applied  for   Artsmark  Gold   Interest  in   NCAN   Confusion  about   Artsmark.   Not  part  of   NCAN  

Artsmark Silver    

Member of   NCAN  

Limited knowledge  of   Artsmark  and   NCAN  

All schools  have  worked  with  professional  artists  before;  there  was  varying  degrees  of   interest  and  knowledge  of  the  Northern  Cultural  Ambassadors  Network  and  also  of  the   Artsmark  Scheme.    All  schools  are  now  on  the  Northern  Cultural  Ambassadors  Network   (NCAN)  as  a  direct  link  to  this  project.                                                 10    

DIFFERENT MODELS  AND  APPROACH  TAKEN   Bothal  Middle   A  very  passionate  drama  teacher  and  an  IT  technician  were  trained  from  the  school.    They   were  interested  in  getting  the  parents  on  board  with  the  award  and  the  teacher  held  a   parents  evening  to  answer  any  questions  and  let  the  parents  find  out  about  it  to  help  with   the  young  people  at  home.    This  worked  very  well  and  booklets  and  information  were  given   out.   The  school  worked  with  a  group  of  young  people  interested  in  drama  and  film  during  the   school  curriculum  and  after  school.   Guidepost  Middle   Two  enthusiastic  and  committed  teachers  were  trained  from  the  school  –  music  and  CDT   who  was  also  Head  of  Learning  for  year  8.    They  decided  to  use  a  project  that  the  young   people  were  already  engaged  in  at  school  to  do  the  award.    Therefore  the  whole  process   was  based  on  the  school  play  –  the  young  people  devised  a  set,  poster,  storyline,  some  were   performing,  others  were  involved  in  stage  craft  design  and  others  in  the  marketing  and   promotion  of  the  event.    There  was  something  for  everyone  in  this  model  and  individuals   involved  in  the  award  were  very  much  working  on  what  they  are  interested  in  whilst  coming   together  with  others  for  a  complete  project.    This  school  was  working  predominately  during   school  lesson  time.   Whytrig  Middle   A  dedicated  arts  teacher  and  the  art  teaching  assistant  were  trained  through  this  project.     The  school  hand-­‐picked  a  group  of  young  people  to  come  together  for  arts  award  lessons   especially  for  this  project.    The  art  teacher  is  leading  on  this  and  understands  the  value  and   benefits  that  the  arts  can  bring  to  those  that  struggle  academically.    The  group  met  after   school,  during  lunch  time  and  had  time  allocated  during  the  arts  lesson.   The  Dales  School   Two  people  from  the  Dales  School  were  trained,  one  was  a  teacher  that  worked  with  a   young  class  at  the  school  and  the  other  a  support  worker  that  has  been  at  the  school  for   many  years  and  knew  the  young  people  very  well.   This  group  is  a  class  group  that  have  severe  special  educational  needs;  autism,  ADHD  and   similar-­‐and  as  such  have  a  very  limited  attention  span.    They  are  a  young  group  from  11   years  and  they  are  going  through  the  Arts  Award  during  class  time  only.    The  school  has   engaged  in  the  arts  for  many  years  and  you  can  see  when  walking  into  the  school  that  the   children  are  creative  and  have  opportunities  to  develop  this  creativity  through  visits,  artist   workshops  and  engagement  in  creative  projects.    At  the  same  time  as  the  Arts  Award  work   they  were  involved  in  ‘The  Wonders  of  the  North  Festival’  and  the  school  integrated  the   work  into  both  projects.     11    

Cleaswell Hill   One  teacher  was  trained  as  an  adviser  and  worked  on  the  award  with  his  own  class  during   lesson  times.    The  school  have  involved  the  award  as  a  stand-­‐alone  project;  they  have   engaged  in  arts  activity  to  fit  with  the  Arts  Award  and  the  pilot  project.    The  group  is  made   up  of  young  people  aged  16-­‐18  years  that  have  Special  Educational  Needs  and  they  have   worked  predominately  during  school  lesson  time.    Out  of  all  of  the  schools,  Cleaswell  Hill   had  challenges  with  the  time  frame;  the  school  group  finished  at  the  end  of  June  to  go  on  to   new  experiences,  with  most  of  the  students  going  on  to  college  or  placements.   Bede  Academy   The  school  chose  to  train  an  arts  teacher  and  the  art  technician  to  be  advisers.  They  worked   in  school  time  and  the  pupils  came  in  their  own  time  –  lunch  and  after  school  for  this  pilot   project.    The  group  are  all  high  achievers;  the  school  felt  that  for  a  first  time  this  is  where   they  would  like  to  start;  build  up  confidence  as  advisers  and  then  develop  the  award  in   other  ways.  The  project  was  based  on  them  all  being  interested  in  illustration  and  having   done  some  illustration  work  before  thought  the  young  people  could  develop  the  basic  skills   that  they  had  previously  learnt.                                 12    

PROFESSIONAL ARTISTS     ‘Arts  Award  in  Motion’  enabled  each  school  involved  to  have  either  one  day  with  a   professional  artist  or  two  half  days.    All  schools  took  up  this  offer  and  all  have  responded   positively  to  the  opportunity  saying  that  the  young  people  gained  so  much  insight  into  a   particular  specialism  when  working  with  an  artist  from  that  field.    The  Dales  SEN  group  of   young  people  were  negative  to  begin  with  as  it  was  something  and  someone  very  new  and   different  to  them  but  did  engage  in  the  sessions.    Some  pupils  through  their  experiences   with  an  artist  asked  about  career  paths,  particularly  at  Bothal  Middle  School  and  Bede   Academy.    At  Guidepost  Middle  School  pupils  were  particularly  interested  in  talking  to  the   artist  and  finding  out  about  their  practice  and  were  keen  to  know  more  about  the  artists’   work.    The  artist  workshop(s)  shaped  the  whole  project  for  a  number  of  groups  and  made   the  young  people  realise  what  was  possible  as  well  as  some  of  the  opportunities  that  are   available  to  them.    The  artists  were  chosen  for  their  experience  in  working  with  the  diverse   groups  of  young  people  and  also  for  the  quality  of  what  they  deliver;  all  of  them  work   nationally,  developing  their  own  practice  as  well  as  delivering  participatory  work.    One  even   came  from  Brighton  to  deliver  a  film  directing  session!     School   Bothal  Middle   Guidepost  Middle   Whytrig  Middle   The  Dales   Cleaswell  Hill   Bede  Academy    

Art Form   Film  Directing   Set  Design   3D  Sculpture  work   Sculpture  wire  work   Film  Making   Illustration  

Artist Charlotte  Johnston     Verity  Quinn     Natalie  Frost   Paul  Merrick   Christo  Wallers   Josie  Brooks  

The  artists  were  asked  a  series  of  questions  following  the  workshops  that  they  delivered  –   (Appendix  1).    From  the  comments  you  find  that  the  artists  as  well  as  the  young  people  had   had  a  positive  experience  and  this  opportunity  has  been  a  definite  plus  of  the  project  from   the  artists,  students  and  teachers’  perspective.   The  majority  of  artists  observed  that  the  teachers  were  reinforcing  the  fact  that  the  activity   was  for  the  Award  and  how  it  contributed  to  the  portfolios  that  they  were  all  putting   together.    This  way  the  young  people  had  full  understanding  of  the  elements  of  the  award   and  how  it  all  fit  together  –  this  is  necessary  for  the  young  people  to  fully  appreciate  and   understand  how,  what  and  why  they  were  engaged  in  the  activity.    Teachers  were   enthusiastic  about  the  work  that  the  professional  artists  were  delivering  and  had  a  ‘hands   on’  approach  in  the  classroom;  helping  the  young  people  to  engage  themselves.     13    

Young people’s  comments  about  working  with  a  professional  artist   “The  day  has  been  amazing”;  “It  was  great  something  new  you  don’t  usually  do  in  art”   young  learners  from  Whytrig  Middle  school   “I  feel  like  a  proper  film-­‐maker  now”,  “That  was  the  best  day  ever”  young  learners  from   Bothal  Middle  school   “I  have  enjoyed  the  clay  work”  young  learner  from  The  Dales  School   “I  have  really  enjoyed  working  with  Verity  because  we  could  be  as  creative  as  we  wanted”;   “I  think  this  was  really  good  because  we  all  put  each  and  others  ideas  and  worked  as  a   team”  young  learners  from  Guidepost  Middle   “It  was  mint  –  really  loved  it”  young  learner  from  Cleaswell  Hill  School.                                       14    

OBSERVATIONS During  the  project,  time  was  spent  in  each  school  talking  and  observing  the  development  of   the  Arts  Award  work.    Observations  are  as  follows:     •

• • • • • •

Schools are  very,  very  busy  during  the  summer  term  and  at  times  schools  were   chaotic  –  work  couldn’t  be  found;  lessons  had  to  be  moved  around  the  school;  young   people  and  teachers  were  pulled  out  to  do  other  things;  time  was  always  in  short   supply  and  things  seemed  rushed.   Teachers  did  not  have  the  Arts  Award  adviser  tool  kit  with  them  whilst  working  on   the  award  during  these  lessons.   Some  of  the  pupils  had  never  been  given  their  Arts  Award  booklets  to  use  as  a   reference.   All  schools  concentrated  most  time  on  Part  A:  explore  the  arts  as  a  participant,   rather  than  dividing  time  and  planning  with  all  sections.   The  teachers  were  not  as  computer  literate  as  anticipated  so  basic  correspondence   wasn’t  as  easy  as  it  could  have  been.   The  Arts  Award  website  was  only  used  by  two  schools  from  the  six  for  assistance  in   completing  the  Bronze  level.   In  some  sessions  there  was  confusion  with  the  Arts  Award  and  Artsmark  –   sometimes  being  referred  to  as  the  Artsmark  project  –  this  could  just  be  because  of   the  similarity  of  name.    Schools  have  a  very  different  approach  to  the  award  as  they  do  to  all  learning  –  this   is  why  the  Arts  Award  could  be  so  successful  in  that  environment.    Some  are  more   formal  in  their  approach  to  the  award  others  more  ‘free’  and  creative.   None  of  the  Northumberland  opportunities  that  were  suggested  and  circulated  to   the  schools  for  Unit  B  –  ‘being  part  of  the  audience’  were  taken  up  by  the  schools.     Four  of  the  six  went  into  Newcastle  and  visited  the  flagship  organisations.   Out  of  the  eleven  people  trained  as  advisers  only  two  had  heard  of  the  Arts  Award   prior  to  this  project.    One  had  attended  a  taster  session  and  the  other  through   applying  for  Arts  Mark  status.   None  of  the  Senior  Management  Team  was  present  at  any  session  –  even  when   there  were  visiting  artists  present.            


Teachers’ observations  and  comments  on  progress  of  the  Arts  Award.     Objective:  to  find  out  from  the  teachers  how  the  young  people  have  benefitted  from   taking  part  in  the  ‘Arts  Award  in  Motion’  project.   Teachers  from  five  schools  attended  a  forum  meeting  to  talk  about  their  experience  of  going   through  the  Arts  Award  (Bronze)  for  the  first  time.  The  missing  school  sent  information   through  in  writing  so  as  to  be  part  of  the  session.    This  was  an  informal  session  that  was  very   useful  in  terms  of  evaluation  but  also  the  teachers  commented  on  how  useful  and   informative  it  was  for  them  to  meet  up  with  others  going  through  the  same  process  at  the   same  time.    All  teachers  were  asked  the  same  question,  they  then  responded  and  discussed   the  issues;  responses  were  all  scribed  and  recorded.     The  teachers  were  first  asked  how  the  young  people  have  benefitted  from  taking  part  in  the   award  –  all  schools  said  that  it  was  confidence  building  for  those  with  low  self-­‐esteem.  Two   young  girls  at  Whytrig  Middle  School  have  excelled  and  been  more  outspoken  and   confident,  on  the  flip  side  some  students  that  they  thought  would  engage  haven’t  done  as   well  as  they  thought  they  might  –  two  schools  said  that  it  ‘wasn’t  seen  to  be  cool  to  be   doing  extra  work  after  school’  and  some  were  split  from  friendship  groups.    It  has  improved   communication  between  the  young  people  in  some  schools  as  it  was  observed  that  they   worked  better  as  a  team  and  also  communication  between  the  student  and  the  teacher  had   improved.    The  Dales  School  have  noticed  a  change  in  the  art  work  produced  –  the  young   people  have  gone  from  introverted  work  to  creating  more  confident  work  that  is  on  a  larger   and  grander  scale.  “Paul  Merrick  gave  them  the  freedom  of  knowing  that  they  don’t  have  to   work  in  set  ways”  and  there  was  no  right  or  wrong  way  of  working.   Guidepost  Middle  School  noticed  that  some  of  their  students  had  developed  more   independence  and  maturity  of  approach  to  the  work  being  involved  in  the  Arts  Award   sessions.    “Verity’s  set  design  was  fab  and  even  got  the  students  coming  in  more  at  lunch   times”.   The  award  provides  wider  cultural  opportunities  for  young  people.    Students  from  Cleaswell   Hill  School  visited  the  Baltic  in  Newcastle;  the  young  people  had  never  visited  a   contemporary  art  gallery  before  so  they  debated  whether  the  art  that  was  displayed  was  art   at  all.    The  teacher  observed  that  they  were  more  interested  in  the  actual  building  than   what  was  inside  it!       All  six  schools  said  that  the  experience  of  working  with  a  professional  artist  with  the  project   was  a  huge  plus  and  enhanced  the  experience  and  the  learning  for  the  young  people.       All  of  the  schools  involved  other  groups  of  young  people  that  weren’t  part  of  the  project;   particularly  in  Unit  D  of  the  award,  sharing  their  skills  with  other  people.    All  schools  found   this  to  be  a  particularly  good  way  of  getting  younger  students  to  be  aware  of  the  award  and   generate  some  interest  for  the  next  year  as  well  as  developing  confidence  in  the   16    

participants.  The  Dales  School  commented  that  this  way  of  working  had  not  been  done   before  and  was  a  positive  experience  for  the  young  people.   Objective:  to  discover  if  the  teachers  as  newly  trained  advisers  need  post  –  training   support   All  six  schools  said  “Yes”.    They  acknowledged  the  national  support  from  the  helpline  and  e-­‐ mail;  however  all  appreciated  the  on  the  ground  support  offered  by  this  project.    The  local   support  of  someone  being  able  to  visit  the  school  gave  them  the  confidence  that  they  were   on  the  right  track  and  offer  a  fresh  pair  of  eyes  on  to  the  work  being  produced  –  particularly   for  the  first  time  of  going  through  the  award.    Whytrig  Middle  stated  that  “Slight  guidance   was  needed  and  reassuring”.    It  was  noted  that  post  training  requirements  vary  so  much  that  a  generic  programme  would   be  too  general  and  not  work.   Objective:  to  discover  the  positive  experiences  that  the  teachers  have  gained  through  the   project   All  schools  acknowledged  that  the  project  offered  a  range  of  positive  benefits  in  their   schools  –  with  pupils  and  teachers.    Guidepost  Middle  reported  that  it  has  helped  to  raise   the  profile  of  the  arts  in  school  when  literacy  and  numeracy  usually  takes  priority.    The   project  was  based  around  the  school  play  and  resulted  in,  “Loads  of  kids  wanting  to  get   involved  and  have  been  invigorated  by  the  Arts  Award  project”.    Staff  too  have  benefited  by   working  closely  together  on  the  project  across  lessons  and  subject  areas.   The  Dales  SEN  School  have  noticed  that  the  attitude  of  the  children  has  been  really  good.     Interestingly  the  school  never  reinforced  the  qualification  aspect  of  the  award  to  the  young   people;  it  seems  that  this  wasn’t  a  goal  of  the  school  but  rather  that  they  had  a  positive   experience  through  the  Arts  Award  process  itself.   The  timing  of  the  project  has  been  problematic,  due  to  this  starting  later  than  planned.     Schools  said  in  future  they  would  like  to  start  in  September  or  just  after  Christmas  and   complete  the  award  by  the  summer.    Bothal  Middle  School  would  like  to  use  the  award  as  a   send-­‐off  from  the  Middle  School  to  the  High  School;  a  positive  end  to  the  young  people’s   time  at  the  school.    They  also  noted  that  the  parents  became  very  supportive  as  the  award   raised  the  profile  of  the  film  project,  sometimes  getting  parents  involved  in  school  activity  is   difficult  but  “this  was  a  very  positive  leap  rather  than  a  step”.     Cleaswell  Hill  commented  that,  “It  would  have  been  interesting  to  know  if  this  was  started   earlier  in  the  School  year  whether  it  would  have  lifted  grades?,  1-­‐2  individuals  really  got   something  out  of  it,  could  this  have  improved  grades  in  other  subjects?”.    Assessment  of  the   positives  across  the  curriculum  would  be  an  interesting  piece  of  work  in  a  school  that   approaches  the  award  for  the  first  time.      


Objective: To  find  out  if  schools  have  programmed  the  Arts  Award  into  existing  work   within  school  or  has  a  new  project  been  developed  for  ‘Arts  Award  in  Motion’?   Five  of  the  six  schools  worked  the  award  into  work  that  the  students  had  already  expressed   an  interest  in  or  were  already  planning.    Bede  Academy  had  already  been  involved  in  a   project  at  the  Laing  Art  Gallery  with  illustrators  -­‐  this  project  had  provided  a  good  base  to   work  from  as  they  had  been  inspired  by  what  that  project  brought  to  the  participants  and   the  school  were  keen  to  work  with  illustration  again.      Guidepost  Middle  School  had  been   working  on  the  school  performance,  “It  has  been  lovely,  nearly  a  whole  school  approach”.     The  ‘Arts  Award  in  Motion’  project  allowed  all  schools  to  make  the  work  they  were  already   engaged  with  or  developing  more  elaborate  and  adapted  it  to  fit  the  award.      Only  one   school,  Cleaswell  Hill  School  did  the  Arts  Award  work  as  a  completely  separate  and  new   project.    They  took  over  a  number  of  other  lessons  as  well  as  the  lesson  time  that  was   dedicated  to  the  project.       Objective:  to  discover  the  pitfalls  that  the  advisers  have  encountered  doing  the  award   All  teachers  were  asked  this  question  and  a  universal  answer  to  this  was  –  time.    There  were   a  number  of  time  delays  with  the  project  starting;  then  there  was  a  delay  in  the  advisers   getting  their  log-­‐in  details  and  during  the  end  of  the  summer  term  there  are  so  many  other   commitments  in  school  that  time  was  in  short  supply.       In  addition  to  this  there  was  a  general  consensus  around  the  table  that  the  Arts  Award   Adviser  Portal  system  was  not  very  easy  to  navigate  through;  booking  the  moderation  and   registering  the  young  people  was  time  consuming  and  not  a  user  friendly  system  at  all;   although  this  wouldn’t  put  anyone  off  from  doing  the  award  in    the  future.    Positive   comments  were  made  about  the  helpfulness  of  staff  on  the  helpline  when  it  came  to   working  out  how  to  use  the  Adviser  Portal.   Objective:  To  find  out  if  the  school  is  likely  to  sustain  the  Arts  Award?  Do  they  have  any   intention  to  develop  it  across  different  departments  or  with  other  groups?  Different   levels?  Would  this  be  possible  with/without  support?     Each  school  has  been  working  differently  and  has  adapted  different  models  in  working   towards  the  Bronze  Arts  Award.    Consequently  each  school  has  different  ideas  for  the   future.    Please  find  details  below  of  each  school’s  thoughts  about  possible  ways  forward  for   the  Arts  Award  in  their  school.   Bothal  Middle  School   Bothal  Middle  School  has  enjoyed  taking  the  students  through  the  award  and  would  work   from  September  –  July  next  time.    They  are  thinking  of  working  with  the  pupils  that  are  left   at  the  school  that  have  done  Bronze  level  this  time  to  advance  up  to  Silver.    They  are  also   interested  in  continuing  next  year  with  a  different  group  using  the  same  model  –  a   predominantly  out  of  school  group  with  parental  involvement  and  using  the  medium  of  film   and  drama  once  more.    They  are  now  part  of  NCAN  as  a  direct  involvement  in  this  project.   18    

Guidepost Middle  School   Guidepost  Middle  School  has  a  creative  curriculum  every  Friday  and  following  the  success  of   the  Arts  Award  in  school  is  going  to  timetable  it  into  the  curriculum.  “This  is  a  direct  follow   on  from  this  project”.    It  will  be  used  with  disaffected  young  people  and  they  will  use  the   model  that  has  been  so  successful  for  the  school  this  time  around  –  the  school  shows.    They   are  also  going  to  advance  the  Bronze  group  on  to  Silver  level  and  work  with  two  new  Bronze   level  groups.    They  would  like  some  external  support  if  at  all  possible  to  assist  –  particularly   going  through  the  Silver  Award  for  the  first  time.    This  school  was  successful  in  gaining  its   Artsmark  Gold  during  the  duration  of  this  project.   Whytrig  Middle  School   External  support  would  need  to  be  there  for  the  school  to  do  the  arts  award  again.    They   would  stay  with  the  Bronze  level  until  they  are  confident  with  it  all  before  progressing  onto   Silver.    The  advisers  say  that  there  is  need  to  advocate  the  award  around  the  school  as  at   the  moment  the  knowledge  and  information  is  restricted  to  the  art  department  only.     The  Dales  School  (SEN)   The  advisers  at  the  Dales  School  are  keen  to  do  the  Bronze  award  again  with  a  longer   timeframe.    They  are  also  interested  in  finding  out  more  about  Discover  and  Explore  and   perhaps  implementing  this  level  at  the  school  –  the  pupils  here  only  go  up  to  age  11,   therefore  to  stay  with  bronze  they  have  to  ideally  complete  the  award  in  the  summer.    They   are  also  keen  to  have  support  to  continue  with  the  work.   Cleaswell  Hill  School  (SEN)   The  advisor  at  the  school  is  keen  to  develop  the  award  at  Discover  and  Explore  level.    There   is  talk  of  an  intensive  arts  award  week  rather  than  a  project  covering  a  number  of  months.     Advocacy  work  with  Senior  Management  Team  (SMT)  would  help  the  school  embed  and   develop  the  Arts  Award,  however  the  advisor  thinks  that  to  complete  the  majority  of  the   award  in  a  week  will  have  positive  results.    There  is  a  need  for  further  staff  to  be  trained  as   there  is  only  one  adviser  at  the  school.   Bede  Academy   The  art  department  definitely  wishes  to  carry  this  on  at  the  school  -­‐  they  hope  to  continue   with  the  award  next  year  but  they  need  confirmation  from  SMT.    The  plan  is  for  them  to   work  with  this  years’  Bronze  level  group  on  the  Silver  award  and  a  new  Bronze  level  group   from  Year  9.    The  trained  advisers  at  the  school  are  looking  into  training  at  Gold  level  so  they   can  take  a  group  right  through  the  system  at  the  school  from  Year  9  onwards.    This  project   was  done  as  extra-­‐curricular  and  this  is  the  thought  for  the  future.    There  is  also  opportunity   at  the  school  for  discussions  in  other  art  departments  to  take  place  with  the  potential  of   developing  the  award  in  various  departments.       19    

MODERATION Moderation  took  place  on  Thursday  12th  July  hosted  by  The  Dales  School.    Two  moderators   were  present  –  one  moderating  the  two  SEN  schools  and  the  other  moderating  the  other   four  schools.    Feedback  from  the  moderators  were  that  the  portfolios  that  showed  the   young  people  to  be  more  creative  because  they  had  more  ownership  and  choice  in  what   they  did,  met  the  arts  award  criteria  better  than  those  that  were  more  prescribed  and   narrow  in  their  learning  and  opportunity.   The  moderator  felt  with  the  SEN  schools  that  you  could  tell  in  their  portfolios  and  in   speaking  with  the  young  people  that  they  had  got  so  much  from  the  experience.    “If  this  is  a   pilot  project  –  then  it  has  certainly  worked”  Kenneth  Gouge.   At  moderation  the  young  people  were  asked  for  comments  about  their  experiences   (Appendix  2).   All  young  people  that  had  been  entered  for  the  Bronze  Level  Arts  Award  were  successful  at   achieving  the  award.    


SHARING EVENT   This  took  place  at  the  Newbiggin  Maritime  Centre  on  Wednesday  18th  July  and  was  a   successful  evening.      Attendees  included  representatives  from  Bridge  North  East,  BVAL,   Queens  Hall  Arts,  NCAN  and  teachers,  pupils  and  family.    No  education  professionals  came   from  other  schools  in  South  East  Northumberland  interested  in  finding  out  more,  no   governors  and  only  one  head-­‐teacher  from  the  six  schools  attended.    However,  there  were   only  2  of  the  6  schools  where  the  Senior  Management  Team  took  the  initial  interest  for   being  involved  in  the  pilot  project;  the  rest  was  through  very  interested  and  passionate   teachers.   The  young  people  were  given  an  opportunity  to  speak  about  the  experience  of  the  award   which  gave  a  real  personal  element  to  the  evening  and  allow  those  attending  a  real  insight   into  their  experience  as  young  artists.    They  also  commented  on  whether  they  would  like  to   continue  with  the  award;  which  all  did.    All  present  on  the  evening  had  a  chance  to  see  all   the  art  work  and  portfolios  from  each  school  involved  in  the  project.            


FUTURE DELIVERY  MODEL     The  ‘Arts  Award  in  Motion’  five    month  project  was  successful  in  gaining  55  young  people   the  Bronze  level  Arts  Award,  this  is  one  less  than  what  was  achieved  throughout  the  whole   of  the  county  of  Northumberland  from  April  2011  –  end  of  March  2012.    Between  April  2010   and  March  2012,  143  Arts  Awards  were  achieved  across  Northumberland;  113  Bronze,  28   Silver  and  2  Gold.  These  totals  are  the  4th  highest  from  across  the  North  East  however  the   North  East  has  the  lowest  numbers  of  Awards  achieved  across  the  rest  of  England.   A  similar  project  to  develop  the  Bronze  award  into  a  different  geographical  area  of   Northumberland  should  be  developed  alongside  ad  hoc  silver  award  support  sessions.    This   should  be  a  partnership  project  with  local  arts  development  agencies,  local  authority,  Bridge   North  East  and  the  new  Training  and  Support  Agencies  –  Skimstone  Arts  and  Tees  Valley   Arts.    This  work  would  use  all  positives  that  have  come  out  of  this  pilot  project  to  develop  a   realistic,  achievable  and  sustainable  model  such  as  below.    These  delivery  recommendations   go  hand  in  hand  with  other  strategic  recommendations  and  opportunities  that  should  be   developed  and  are  discussed  under  the  ‘Recommendations’  section.   •

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To work  with  a  small  group  of  interested  middle  /  high  schools  (6-­‐8  schools)  on  the   Bronze  award  level  in  a  new  geographical  location  of  the  County  as  soon  as  possible   from  the  beginning  of  a  new  school  year.    The  aim  would  be  for  Easter  time  for   completion;  there  is  then  the  option  of  running  later  if  necessary.   Adviser  Training  with  two  professionals  from  each  school.   Personal  support  is  available  throughout  the  process  with  a  support  worker;  this  role   could  be  someone  from  the  training  agency,  attached  to  an  arts  development  role  or   a  freelance  contract.    This  is  funding  and  capacity  dependent  but  been  identified  as  a   need.     Arts  Award  project  planning  meeting  held  in  school  with  adviser  and  support  worker   or  representative  from  the  training  agency.   Meeting  is  held  after  school  with  parents  of  young  people  doing  the  award  and  the   schools  intention.   Work  begins  with  the  award  in  both  school  time  and  after  school  sessions.     Suggested  number  of  pupils  depends  on  the  teachers’  capacity  but  ideally  a   maximum  group  of  12-­‐15  young  people  is  suggested  for  the  first  time.   Schools  will  be  encouraged  to  work  with  a  professional  artist  as  part  of  the   experience  and  advice  of  artists  will  be  made  available  through  the  NCAN  network.     Schools  should  be  encouraged  to  join  NCAN  if  not  already.   To  use  projects  that  the  school  is  already  engaged  with  or  have  already  programmed   as  a  basis  for  the  Arts  Award  –  this  will  help  with  capacity  and  timing  issues  that  the   schools  may  have.       22  

A combination  of  lesson  time  and  extra-­‐curricular  time  seemed  to  be  the  way  of   working  on  the  award  within  the  school  environment  that  was  the  most  successful.   Although  in  the  case  of  SEN  schools  this  was  not  an  option  and  all  work  happened   during  school  hours.     For  this  model  to  work  there  doesn’t  need  to  be  a  vast  amount  of  funding.    Schools   could  pay  for  their  own  training,  moderation  and  booklets  for  the  young  people   which  would  get  buy  in  from  the  schools  and  be  more  sustainable  in  the  long  term.     There  would  be  the  fees  of  the  project  support  worker  (if  this  role  is  developed  and   external  to  existing  roles)  and  fees  for  professional  artists  to  consider.    Also  for   consideration  would  be  the  costs  involved  in  attending  events  but  schools  should   take  advantage  of  the  local  ‘Arts  Award  Supporter’  venues  that  provide   opportunities  for  young  people  working  towards  their  award.    I  would  advise  that  a   sharing  /  celebration  event  happened  but  was  delivered  at  one  of  the  schools  as   support  in  kind  to  the  project,  the  same  as  a  venue  for  the  moderation  and  any   training.     Minimum  costs  for  this  to  happen  for  a  group  of  6  new  schools  would  be  as  follows:   Arts  Award  Support  Worker:   3  days  per  school  x  6  schools  @  £200    =  £3,600   Professional  Artist  Fees:   1  day  x  6  schools  @  £300          =  £1,800             TOTAL                    £5,400     The  access  fund  should  be  applied  to  cover  all  kinds  of  costs  which  will  be  useful  for   the  schools;  including  booklets,  workshop  fees,  art  materials,  tickets,  staff  time  and   moderation  costs.    This  fund  is  for  grants  from  £100-­‐£1,500.   Further  links,  funding  and  development  should  be  explored  with  the  transition  of   young  people  on  to  future  schools;  this  would  aid  in  sustaining  the  award  and  keep   interest  in  the  arts  alive  for  the  young  people.    



Arts Award  correspondence  should  be  sent  to  all  levels  within  schools  i.e.,  Head-­‐ Teachers,  Governors,  Senior  Management  Team  and  Heads  of  Departments  as  well   as  key  individual  teaching  staff  to  enable  a  wider  network  of  communication  and   understanding  of  Arts  Award.    This  should  be  communicated  through  direct  mailings   and  targeted  through  NCAN.   NCAN  should  be  utilised  for  funding  opportunities,  visit  opportunities  and  obtaining   details  of  good  professional  artists  with  a  working  knowledge  of  Arts  Award.    I  would   advise  that  a  professional  element  was  input  into  any  Arts  Award  project,  even  if  a   small  element,  as  a  learning  opportunity  for  teachers  and  young  people  alike.   NCAN  should  be  used  to  promote  ‘Arts  Award  Supporter’  scheme  and  provide  a  clear   local  offer  to  teachers.    The  main  cultural  venues  in  Northumberland  should  become   Arts  Award  Supporter  centres  including;  The  Maltings  Theatre  &  Cinema,  Alnwick   Playhouse  and  Woodhorn  Museum.  Queens  Hall  Arts  should  maintain  its  role  in  the   scheme.    This  would  be  helped  by  the  Council  as  the  training  agency  and  advocate  of   the  award  developing  key  relationships  with  these  organisations   NCAN  should  promote  the  opportunity  for  a  group  of  schools  to  meet  together  to   share  portfolio  ideas  and  initiate  joint  moderations  for  cost  effectiveness.    These   should  be  planned  by  the  Council  in  partnership  with  the  Regional  Training  and   Support  Agencies.   Sessions  in  creative  evaluation  should  be  developed  with  local  artists  and  offered  to   members  of  NCAN.    This  would  be  of  benefit  to  Arts  Award  and  other  qualifications.     It  would  also  help  in  raising  creative  skills  amongst  teachers  and  relationship   between  artists  and  teachers.   Post  training  support  should  be  offered;  this  could  be  an  initial  planning  session.    A   generic  programme  will  not  help  schools  –  each  has  different  requirements  and  need   one  to  one  support.    Links  have  been  made  with  the  Regional  Training  and  Support   Agencies  to  provide  targeted  support  in  Northumberland;  this  should  continue  to  be   developed.  This  support  wouldn’t  be  to  go  into  individual  schools  though  and  this  is   what  has  been  identified  as  a  need.    Capacity  should  be  made  within  the  Council  or   arts  development  agencies  such  as  Queen  Hall  Arts  or  a  small  fund  identified  to   develop  the  role  of  a  support  worker.    This  should  be  an  investment  made  by  Bridge   North  East  and  partners  working  with  another  cluster  of  schools  in  a  targeted  area   using  the  recommended  model.               24  

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I.T support  should  be  provided  for  new  advisers.    I  suggest  that  the  toolkit  should   include  a  section  of  screens  found  on  the  ‘Adviser  Portal’-­‐  how  to  do  certain   procedures  that  are  required  to  get  young  people  through  to  moderation  –this   would  alleviate  phone  calls  to  the  National  Helpline.    The  trainer  could  go  through   these  ‘Adviser  Portal’  screens  at  training  with  step  by  step  instructions  to  refer  back   to  in  the  toolkit.   Informal  parents’  information  sessions  should  be  encouraged  and  would  help  to   sustain  the  award.    An  informal  evening  held  by  Bothal  Middle  School  was  successful   and  resulted  in  parents  supporting  the  young  people,  any  queries  answered  and   awareness  of  the  website  raised.    If  this  is  not  possible  the  next  best  thing  would  be   a  letter  to  parents  informing  them  of  the  work  the  young  people  will  be  doing  as  well   as  referencing  the  website  for  further  information.   For  those  schools  that  require  Arts  Award  work  to  be  completed  at  home  with   support  of  parents  a  pro-­‐forma  or  a  briefing  sheet  to  parents  should  be  given  out  as   support.    These  would  work  well  alongside  the  young  peoples’  booklets  and  would   avoid  any  confusion  in  understanding  of  what  is  required.   Time  needs  to  be  spent  to  make  the  Arts  Award  on  the  Senior  Management  Team   agenda  so  that  the  interest  lies  at  the  top  where  decisions  can  be  made.   Schools  should  be  encouraged  to  work  on  the  Arts  Award  across  the  curriculum  and   advisers  trained  from  non-­‐arts  subjects  in  addition  to  arts  specialists.   Further  links,  funding  and  development  should  be  explored  with  the  transition  of   young  people  on  to  future  schools;  this  would  aid  in  sustaining  the  award  and  keep   interest  in  the  arts  alive  for  the  young  people.  


SUMMARY ‘Arts  Award  in  Motion’  has  provided  a  good  base  for  us  to  learn  from;  not  only  through  the   partners  working  on  the  project  but  also  through  the  young  artists  themselves.    This  report   has  brought  together  all  the  main  points  of  learning  and  produced  a  model  that  could  work   with  a  number  of  dedicated  and  committed  schools.    There  have  been  a  number  of  barriers   to  engagement  that  have  been  observed  during  this  project.    Time  was  a  barrier  for  people   to  embark  on  the  project,  for  some  it  was  a  barrier  in  good  planning  and  some  portfolios   were  rushed  towards  the  end.    Communication  with  schools  in  the  first  instance  was   troublesome;  getting  the  information  to  the  right  person  in  a  school  to  act  upon,  e-­‐mail   information  didn’t  always  get  read  and  communication  within  a  school  can  slow  things   down.    The  Teachers  technology  skills  in  some  cases  were  limited  and  procedures  took   longer  than  they  could  have  done;  this  meant  more  support  time  was  required.    Some   young  people’s  interest  diminished  and  they  dropped  out  to  be  with  friends;  others  were   very  challenged  by  what  they  were  doing  and  needed  much  encouragement  along  the  way.       However,  the  positives  far  outweighed  the  barriers;  communication  between  the  young   people  working  together  was  excellent  also  between  the  young  people  and  the  artist  and   with  teachers  working  together  for  the  first  time  all  reflected  a  very  positive  experience.    An   increase  in  confidence  in  the  young  people  and  in  their  art  work  was  reported  and  a  great   sense  of  achievement  and  new  interest  was  found  in  some  young  people.    A  wider   understanding  of  how  broad  the  ‘arts’  can  be  was  discovered  and  for  some  people  this   project  provided  them  with  the  opportunity  to  visit  an  arts  venue  for  the  first  time.   From  all  observations  and  comments  find  below  a  summary  of  positives  and  barriers  learnt   through  the  project:   Barriers  and  concerns   • The  summer  term  is  a  very  busy  one  to  complete  the  arts  award;  particularly  for  the   first  time.   • Teachers  were  constantly  juggling  with  other  school  pressures  and  sometimes   students  were  pulled  out  of  lessons  to  complete  other  things.   • The  importance  placed  on  the  value  of  the  arts  at  some  schools  is  questionable.   • The  Senior  Management  Team  was  not  present  at  any  Arts  Award  classes  or  at  the   Sharing  Event  (except  one  Head  Teacher).   • If  the  trained  teachers  at  the  schools  move  on  to  other  employment  there  are   concerns  that  Arts  Award  activity  will  cease  unless  development  and  advocacy  work   occurs;  which  may  take  place  following  the  success  of  this  project.   • It  is  not  seen  to  be  ‘cool’  amongst  some  pupils  to  be  engaged  in  extra-­‐curricular   activity.   • Some  students  do  not  work  well  in  unfamiliar  peer  groups  and  removal  from  their   friendship  groups  meant  that  it  was  hard  to  get  the  young  people  to  commit  to  the   Award.   26    

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The teachers  all  found  the  Arts  Award  adviser  portal  system  difficult  to  navigate;   very  time  consuming  to  input  data.   At  times  there  was  confusion  between  Arts  Award  and  Artsmark.   The  support  available  to  the  teachers  was  not  utilised;  booklets,  templates,  website   and  ‘Arts  Award  Supporter’  roles  in  Northumberland.   Barrier  of  staff  in  knowledge  about  accessing  quality  arts  professionals.  

Benefits  and  Positives   • All  schools  noted  a  raise  in  self-­‐confidence  for  those  with  low  self  esteem   • Communication  has  improved  between  teachers  and  pupils   • Change  in  the  art  work  produced  in  a  SEN  school;  a  change  from  introverted   approach  to  confidence  in  work  that  is  now  larger  and  grander.   • Independence  and  maturity  of  approach  to  art  work  observed  by  teachers   • Young  people  have  found  talents  and  interests  in  a  new  area.   • The  project  has  provided  wider  cultural  opportunities  and  experiences  for  the  young   people  who  may  have  had  limited  exposure.   • Working  with  a  professional  artist  has  enhanced  the  experience  for  the  young   people.   • Pupils  completing  the  Award  involved  other  students  for  Part  D;  good  way  of  telling   others  about  the  award,  generating  interest  and  a  new  way  of  working  for  some.     • Helped  to  raise  the  profile  of  arts  within  the  school.   • Staff  have  benefited  by  working  collaboratively  together   • All  schools  intend  to  continue  with  Arts  Award  at  different  levels  and  in  a  variety  of   ways.   • 55  people  successfully  completed  the  Bronze  Award  through  ‘Arts  Award  in  Motion’   this  compares  with  56  people  across  Northumberland  between  April  2011  –  March   2012;  13  people  in  North  Tyneside  and  14  people  in  Newcastle  during  the  same   period.     • If  confidence,  self-­‐esteem  and  well-­‐being  rise  by  interaction  in  the  Arts  Award  this   could  have  a  positive  effect  on  other  school  grades.    This  is  an  observation  only   further  research  would  be  needed  to  test  out  this  theory.            


APPENDIX 1     Full  responses  from  professional  artists  following  work  in  schools.   (1) Do  you  feel  that  the  young  people  engaged  well  with  the  art  activity?     Some  children  engaged  more  than  others.  The  first  activity  proved  to  be  a  real   challenge  to  their  understanding  of  what  a  drawing  can  be  (I  initiated  a  series  of   experimental  drawing  activities  where  they  were  asked  not  to  look  at  their  paper   and  be  ‘blind’  whilst  they  looked  at  the  object  in  front  of  them)  Taking  them  out   of  their  comfort  zone  proved  too  much  for  some  of  the  group.  For  others  the   rewards  were  great.  It  was  a  shame  that  the  other  chose  not  to  see  where  it   could  take  them.       The  second  activity  proved  more  successful  (Sculpture)  because  it  involved  using   their  hands  to  physically  make  a  wire  sculptures.    It  made  the  creative  element   easier.  Following  on  from  the  success  of  the  wire  work  I  introduced  the  children   to  clay  in  the  following  session.  This  was  a  great  activity  for  the  children.  Lots  of   engagement  with  the  material,  conversation  with  myself  and  the  members  of   staff,  their  listening  skills  were  better  with  the  children  taking  on  board  my   advice  and  instructions.  This  resulted  in  more  enjoyable  atmosphere  in  the  art   room  compared  to  the  first  session.  The  children  were  then  able  to  carry  this  on   and  return  to  making  their  wire  sculptures  with  a  greater  understanding  of  three   dimensions.    Paul  Merrick,  artist  working  with  the  Dales  School.     I  felt  that  the  young  people  involved  in  the  Illustration  workshops  were  very   engaged  in  the  sessions.    They  seemed  to  be  keen  to  learn  new  techniques  and   had  a  genuine  interest  in  making  the  most  of  the  opportunities  presented  to   them  in.    The  young  people  tackled  every  illustrative  challenge  I  set  with   enthusiasm  and  created  some  impressive  work.    They  enjoyed  the  variety  of   illustrative  techniques  shown  –  Josie  Brooks,  Illustrator  working  with  Bede   Academy.     Yes  they  did  on  the  whole–  I  was  aware  before  the  session  that  the  children  had   been  chosen  as  some  of  them  found  conventional  lessons  challenging.  The   teachers  had  expected  less  engagement  and  possibly  more  behavioural  problems   from  the  group.  One  or  two  seemed  distant  and  disengaged  at  times  which  is   often  difficult  to  conquer  in  a  single  session,  but  all  managed  to  make  something   large  by  the  end  of  the  day.    I  felt  the  group  was  slightly  too  large  to  allow  me  to   guide  and  encourage  each  young  person  effectively.    Natalie  Frost  –  sculpture   working  with  Whytrig  Middle  School.   28    

Yes. I  was  really  impressed  at  how  they  all  engaged  immediately  and  seemed   genuinely  excited  by  the  tasks  in  hand.    They  took  pride  in  their  work  and  worked   hard  to  create  diverse  and  individual  responses  to  the  brief.     There  were  2  student  helpers  in  the  sessions  who  I  felt  distracted  the  young   people,  but  apart  from  this  distraction,  the  young  people  were  good  at  staying   on  task.    Verity  Quinn  –  Set  Designer  working  with  Guidepost  Middle  School   (2) Were  the  young  people  aware  that  the  activity  was  for  the  Arts  Award?  Was  the   Arts  Award  mentioned  during  the  session  by  the  teachers?     I  did  not  hear  any  mention  of  Arts  Award  during  the  session  directly  to  the   children.  I  was  aware  of  photos  being  taken  throughout  though.    Paul  Merrick,   Artist  working  with  The  Dales  School     All  of  the  pupils  appeared  to  be  aware  that  they  were  working  towards  the  Arts   Award  and  it  was  mentioned  by  the  teacher  during  both  sessions.    The  young   people  were  thinking  about  incorporating  the  work  we  were  doing  in  to  their   sketchbooks  and  how  it  would  be  used  as  evidence  for  the  award  –  Josie  Brooks,   Illustrator  working  with  Bede  Academy.   Yes,  the  session  was  planned  very  much  around  Arts  Award  and  its  criteria.  The   award  and  how  we  were  working  towards  it  via  the  activities  during  the  session   were  regularly  discussed  and  promoted  by  teachers  and  myself.  Plans  for  further   work  instructing  and  describing  activities  were  planned  for  the  next  day.   Yes,  they  knew  it  was  all  going  towards  their  Arts  Award,  although  weren’t   fixated  by  it,  they  we  clearly  aware  that  they  were  working  towards  something   exciting  and  different.   The  teachers  mentioned  the  award  regularly  and  were  keen  to  document  as   much  as  possible  during  my  time  in  the  school.  They  were  clear  with  the  students   that  this  was  all  building  their  portfolio  of  work  for  the  Award  -­‐  Verity  Quinn;  set   designer  working  with  Guidepost  Middle  School.     (3) Did  the  teacher(s)  engage  with  the  activity  and  seem  pleased  with  the  work  that   the  young  people  were  producing?    

The teachers  did  get  involved  which  I  feel  is  really  important  for  the  children  to   see.  The  teachers  were  also  pleased  with  the  activities.  Despite  it  being  a   challenging  first  session  the  majority  of  the  young  people  stuck  with  the   challenges  I  set  them  and  came  through  with  some  great  pieces  of  work.     Paul  Merrick,  Artist  working  with  The  Dales  School.   29    

The teacher  was  most  definitely  engaged  throughout  the  sessions.    She  spoke  to   the  young  people  about  the  Arts  Award  and  made  suggestions  as  to  how  they   could  maximise  their  time  in  the  sessions.    She  also  encouraged  them  to  continue   with  the  work  after  the  sessions  i.e.  finishing  work  off  in  an  additional  session,   contacting  me  by  email  for  interviews  etc.    She  documented  the  work  through   photography.    We  discussed  the  outcomes  after  each  session  and  she  seemed   pleased  with  how  the  young  people  had  behaved,  engaged  and  the  calibre  of  the   work  they  produced.    She  commented  that  she  felt  they  had  enjoyed  it  and  were   able  to  take  away  new  skills  from  the  sessions  which  they  could  easily  pass  on  to   others  –  Josie  Brooks,  Illustrator  working  with  Bede  Academy.   My  session  was  focused  upon  freeing  up  the  way  the  young  people  made  art  and   I  was  worried  that  design  and  technology  teachers  had  expected  a  more   regimented,  skills  led  session  –  but  they  were  supportive  and  seemed  surprised   and  happy  with  the  results  –  Natalie  Frost  working  with  Whytrig  Middle  School.   Both  Byron  and  Charlotte  were  really  positive  about  the  work  created  by  the   young  people  and  gave  them  lots  of  positive  reinforcement  and  constructive   criticism  when  needed.  They  were  both  great  at  tailoring  their  support  to  the   different  needs  of  individual  students.   They  were  both  also  approachable  and  really  supportive  towards  my  needs  and   created  a  friendly  and  relaxed  working  environment  for  the  sessions.  They  both   seemed  genuinely  excited  and  enthused  by  the  ideas  we  created  together  and   had  a  can-­‐do  attitude  towards  realising  those  ideas.  Verity  Quinn  working  with   Guidepost  Middle  School.                       30    

APPENDIX 2   Comments  from  young  people  about  their  arts  award  experience:   “I  found  the  booklet  very  useful”.   “I  would  recommend  other  people  to  do  it  and  would  like  to  go  on  to  Silver”.   “I  would  love  to  do  it  all  again”.   “I  want  to  teach  others  about  the  award”.   “I  learnt  so  much,  I  couldn’t  choose  a  best  bit…”   “I  preferred  to  stay  in  at  lunchtime  and  do  my  arts  award  than  playing  out”.            


Arts Award In Motion Final Report  

Arts Award In Motion Final Report