Interested in getting an Artsmark for your school?
Want to show that your school offers a broad and balanced curriculum?
Artsmark is a simple process helping you identify all the great cultural work your school currently does, what extra you would like to be offering, and helps you achieve that ambition. By undertaking that journey your school can get its Artsmark accreditation.
To find out more about the process go to the Artsmark website which has a wealth of information, testimonials, practice guidance to get you up to speed on the process. https://www.artsmark.org.uk/
If you want to know more contact us at HRAEN, we are always happy to pop in to school and have a chat.
We have a local development day coming to Bexhill in March so if you register before then you can be part of a local cohort that will go through the process together. Development days are usually based in Brighton.
For more information contact email@example.com
Brede Primary School seeks to find two artists to support their work on developing writing at greater depth for their students. This project could be ideal for a writer and illustrator team. This is a project funded by the Rother and Rye Educational Improvement Partnership.
The project will focus on developing the students’ creative writing alongside their own illustrations leading to written outcomes and artwork for display in school. You would be working with students in year 5 and year 6. It will be expected that the artists will have experience of working with children and ideally will already have a DBS registered with the update service.
The work would be completed during the week beginning 10/06/2019 run with both artists present for the full school day for 4 days. The total fee including materials is £1500.
Expressions of interest to be sent to Nicole Cummins, Head teacher, firstname.lastname@example.org
A "long overdue" government pledge to boost mental health support for young people has been cautiously welcomed by charities who say it must go further.
The NHS Long Term Plan, published by NHS England, promises to help 345,000 more young people through community-based services including schools and colleges.
Crisis care, early intervention, and a "continuous care" approach that provides mental health support through to age 25 are also key areas set to benefit from the plan, which recognises that "between the ages of 5-15, one in every nine children has a mental disorder".
The long-awaited news comes amid ongoing sector demands for a "parity of esteem" - for mental health to be given the same status as physical wellbeing. Currently just a fraction of the NHS budget goes to child and adolescent mental health services (CAMHS).
Book now for Explode 2019
A DAY OF FREE DANCE WORKSHOPS FOR BOYS ONLY!
SUN 20 JAN
Explode is a fun filled day for boys aged 11–16 in secondary school to come and try dance workshops in a range of styles including contemporary and Urban. This year we are welcoming the Hofesh Shechter Company to Explode, all participants will get to meet and dance with one of their male company dancers. Learn repertoire, ask questions and be inspired by the great line up of male professional dance artists delivering on this day.
You will also get to watch exciting performances by male dance artists as part of our end of the day sharing. All the workshops are suitable for beginners, as well as those with dance experience.
HOW TO BOOK?
To book your place online, click here.
Book by Wednesday 16 January to avoid disappointment.
For more information contact: Emily Robinson, Learning and Participation (Dance) on 020 8305 9419 or email E.Robinson@trinitylaban.ac.uk.
Book Now For Blaze 2019
A day of free workshops and performances
WED 20 FEB
Blaze is a fun filled day for girls aged 11–16 in secondary school to come and try dance workshops in a range of styles including Contemporary, Dance Fusion (Hip Hop/ Contemporary) and Lindy Hop. All dance workshops will be led by female professional dance artists with some accompanied by live musicians.
You will also get to watch exciting performances by female dance artists. All the workshops are suitable for beginners, as well as those with dance experience.
HOW TO BOOK?
To book your place online, please visit our website and complete the ‘register your interest’ form. Following this you will be contacted to confirm if we have a space available.
We welcome group bookings and ask that you complete one form per participant. Please note we cannot accept applications from those who are not aged between 11–16.
Don’t miss out on this fantastic opportunity.
For more information contact: Emily Robinson, Learning and Participation (Dance) on 020 8305 9419 or email E.Robinson@trinitylaban.ac.uk
Last chance to book
The date to enter the ballot for Glyndebourne's Performance for Schools has been extended. Don't miss this opportunity for your students to experience opera at its best.
Wednesday 27 February, 11.00am
Suitable for Year 5 upwards (aged 9/10 and above)
School tickets are only £7
A brand new production
Next year's performance is a brand new opera, written by composer Howard Moody and directed by Simon Iorio. The opera is brought to life by a multi-genre score and includes elements of classical, world and jazz music. The chorus of 80 local auditioned singers are an active, shaping force of the drama. The music is woven together and led by five professional soloists, the Orchestra of the Age of Enlightenment and local young musicians.
Teacher digital resources
An online guide and teaching resources for English, Music and Art & Design for Agreed will be available in January for Key Stages 2 - 4.
Find out more
Ballot closes Monday 7 January Apply Now
We are pleased to announce that Mandy and I will be working with schools in Sussex, Surrey and Kent on the new Connecting Classrooms through Global Learning Programme.
The new programme is managed by the British Council in partnership with the Department for International Development and supports schools internationally to learn about and collaborate on the big issues that shape our world.
Connecting Classrooms through Global Learning helps schools make connections locally and globally, encouraging schools in the UK to work together as clusters, or individually, to develop partnerships with schools in other countries and embed global learning in the classroom.
With access to grants, you can conduct reciprocal visits with partner schools in other countries, helping to strengthen existing international partnerships and build new connections around the world. If successful with a cluster grant application, you will also be eligible for training and supply cover while developing your skills in global learning.
One to one partnerships can apply for up to £3000 and Clusters of schools can apply for up to £35,000.
As Local Advisors for Kent, Surrey and Sussex we are available to help you with your grant application. This ranges from 1.5 hours if you are an individual school, to half a day if you are applying as a cluster lead school.
For more information about the programme and how to apply, follow this link:
Please get in touch if you would like to discuss this opportunity with us and find out more about how we can support your school. email@example.com
Ruth England and Mandy Curtis
Student Ambassador Programme
For current higher education students who have an interest in the creative industries, we are piloting a new Student Ambassador Programme. Our Student Ambassadors will be representatives for the Creative Industries Federation at their universities, helping to spread the word about events and opportunities in the creative industries while making the most of the insight, research, events and networking benefits that the Federation can offer them.
This programme has been developed following the great enthusiasm and energy demonstrated by the students that formed our youth delegation at our International Summit on 9 October.
Inspired by their feedback, we will be working together on a project demonstrating the career opportunities which available within the creative industries. There are now more than two million jobs in the creative industries, but there still isn't enough general knowledge about the many different creative career options that are out there - this is why we will be working with industry on a Creative Careers programme launching next year.
For their first project, students will be interviewing alumni from their university who are currently working in the creative industries, and developing materials (written, recorded (podcast) or filmed piece) which can be shared more widely.
A professor of surgery says students have spent so much time in front of screens and so little time using their hands that they have lost the dexterity for stitching or sewing up patients.
Roger Kneebone, professor of surgical education at Imperial College, London, says young people have so little experience of craft skills that they struggle with anything practical.
To read to full story click here.
A major new report on how school pupils engage with the arts has called for ring-fenced Government funding to ensure all children in primary and secondary schools have access to an “arts-rich” education.
The authors, who carried out research on an “unprecedented” scale, also recommend the introduction of a minimum curriculum time allocation for arts subjects to be assessed in Ofsted inspections.
These measures are intended to help preserve the “positive difference that sustained engagement with arts and cultural education has on the lives of young people” identified by the research.
Survey resultsThe study, commissioned by Arts Council England, was a three-year collaboration between 30 schools, the RSC, Tate, and the Nottingham School of Education. 6,000 responses were gathered from students aged 11-18 and their teachers from areas including London, Canterbury, Liverpool, Hull, Cornwall, Hastings and Doncaster.
The report highlights the importance of school to young people’s arts engagement. More than a third of students said school is their only opportunity to engage in arts activities, and a higher proportion of students say that school supports their interest in the arts (45%) than report that their parents do so (38%).
The scale of the research also enables a detailed demographic analysis. While slightly more female students than male students were highly engaged in at least one arts activity, males made up 78% of those least engaged.
Almost a quarter (23%) of students with a physical disability, and 14% of students with learning difficulties, are highly involved in at least one arts activity, compared to 5% of students without physical disabilities or learning difficulties. There is a similarly high-take up of the arts among people who identify as non-binary, with 28% of this group among the most engaged.
ConclusionsThe report identifies the key elements an ‘arts-rich’ school, saying that students in these:
The report also urges Russell Group universities to review their approach to facilitating subjects – those identified as providing young people with the most chance of getting into universities, and which do not include the arts – as well as calling for an ‘arts and culture premium’, modelled on the current £320m ring-fenced for sports in primary schools.
To read the full articles go to: https://www.artsprofessional.co.uk/news/report-calls-arts-premium-schools
Tracking Arts Engagement and Learning, TALE, is a three-year longitudinal research project which has investigated arts education in secondary and special schools.
The project partners, The Royal Shakespeare Company (Education), Tate (School and Teachers team), and The University of Nottingham, say they ‘joined together to examine the benefits of taking arts and education seriously'. The TALE project gathered 6000 responses from young people aged 14-18 in secondary and special schools around England.’
The project has produced a summary of findings and recommendations, called: 'Time to Listen'.
The report's authors say: ‘It is time to listen to why arts and culture in schools matters to young people.’
‘Young people tell us that arts and culture rich schools enhance their lives now, and prepare them for life after school.
'Young people tell us that arts and cultural learning in school is significantly different because: in arts lessons they have more agency, responsibility, independence and freedom to make decisions. They enjoy and are motivated by this.
‘In arts lessons they have more agency, responsibility, independence and freedom to make decisions. They enjoy and are motivated by this’
The report goes on to explain: ‘What defines an arts and culture rich school, and what makes this possible.
The report identifies five ‘important’ barriers that prevent schools becoming arts and culture rich:
The TALE report, which explains its methodologies and in-depth findings, identifies and makes explicit what needs to change:
1. All secondary schools should be able to:
a) Ensure that at KS3 the arts have parity with other subjects
b) Offer a full range of arts subjects at KS4 (GCSE)
c) Confidently talk to students and their families about the value of studying arts subjects.
2. The Ofsted process should ensure the breadth and balance of the school curriculum by specifying in the inspection framework the minimum proportion of curriculum time to be spent studying arts subjects at KS3, and the range of arts subjects which should be offered at KS4.
3. There should be an Arts and Culture Premium for all children in schools.
4. Russell Group universities should review their approach to Facilitating Subjects, recognising that studying arts subjects can provide young people with an essential foundation for further study.
5. There should be acknowledgement and appropriate reward in both pay scale and job title for the work of teachers who take on the essential role of ‘arts broker.’
The full TALE report with methodology can be read here
A New Edge Foundation report examines the skills shortages faced by employers and why current education policies need to change. Article from NSEAD.
A new report by The Edge Foundation sets out the challenges presented by current education policies and their impact on young people, employers and the economy. The report Towards a Twenty-First Century Education System examines what employers need, and how education policies are helping or hindering this challenge.
The report’s authors have analysed nearly 30 years of data and since 2013 have identified a ‘plateauing and rentrenchment phase'. The findings indicate middle and lower attainers are disproportionately affected by the current Government’s reforms. Accountability measures are cited as contributing to this change, as is the promotion of a ‘knowledge rich’ and narrowing curriculum.
The 16-19 curriculum, the report explains, is increasingly designed to focus on the Russell Group's ‘facilitating subjects’ and on PISA scores, and that young people are asked to make a binary choice between academic and technical routes.
The report concludes that the sum of current education policies do not the address challenges set by employers, the economy and young people, indeed the report’s authors state: ‘The system is not only failing to meet their needs, but actively accelerating in the opposite direction’
The report helpfully shares examples of 'forward-thinking' schools, colleges and projects across England who are successfully supporting young people to develop 21C skills.
At the launch of the report, 30 October 2018, Tristram Hunt said: ‘Study art, design, be creative, immunise yourself against the robots stealing your jobs’.
Professor Roger Kneebone, said: ‘Essentially, people need to do things with their hands…they need to do stuff with stuff…we are missing the science in art and art in science.’
Dave Strudwick, Head of Plymouth School of Creative Arts, quoted Ai Weiwei: “Creativity can only be unlearned”
Towards a Twenty-First Century Education System was authored by Olly Newton with Andrea Laczik, Kat Emms, Helen Beardmore and Kayla Cohen.
The report can be downloaded here
Free event for schools as part of Hastings Storytelling Festival. (There are other free events for children too, see website, but this is in school time)
Hastings Storytelling Festival presents
OTHERWORLD by MAGIK DOOR: EXPLORE THE INSTALLATIONS
Northern Ireland’s Magik Door creates alternative realities using emerging technologies. The company specialises in immersive 3D audio environments, integrated reality, interactive hybrid art exhibitions and performance.
Magik Door create a portal to the Otherworld in the heart of Hastings’ Alexandra Park which turns an area of the park into an interactive dreamscape.
Children can wander through the installation, playing with some of the interactive exhibits and engaging with the installation.
Friday 9 November
By the miniature railway in Alexandra park
For school bookings, please email: firstname.lastname@example.org
The Durham Commission on Creativity and Education is a collaboration between Arts Council England and Durham University that aims to identify ways in which creativity, and specifically creative thinking, can play a larger part in the lives of young people from birth to the age of 25, both within and beyond the current education system.
Find out more – www.durham.ac.uk/creativitycommission
These updates are provided by the HRAEN steering group and comprise information we feel will be most useful to the HRAEN members.
Arts Council England
De La Warr Pavilion
East Sussex Arts Award
Hastings Borough Council
Hastings Museum & Art Gallery
Pallant House Gallery
Rother District Council
South East Bridge
The Pier HUB
White Rock Theatre