About Connecting with Culture
Connectingwithculture.com has been created by Artswork as a simple way for schools and children & young people’s organisations to connect with arts and culture. Artswork’s mission is to place arts and culture at the heart of work with, for and by children and young people.
Connectingwithculture.com is for anyone who works with children & young people. Whether that be as a teacher, youth worker, youth justice team, lecturer, youth or education service this is the place for you to search, connect with and review arts & cultural organisations across the South East.
Connectingwithculture.com is free to use and there is no need to sign up to use the service. The benefits of creating an account are you will be able to leave reviews and receive special offers and news about Arts and Culture events in the South East.
To go to the website click here: https://www.connectingwithculture.com/about
Last week Education Secretary Damian Hinds, gave a keynote speech at the Rethinking Resilience conference organised by the Church of England Foundation for Educational Leadership. Here is a short summary of what he said, links to more information. There are ways to engage on social media if you would like to.
Mr Hinds said that all children must have access to a wide range of activities to help them build the character and resilience they need to succeed. Character and resilience can be as important as GCSEs in helping young people succeed in life and evidence shows that skills like the ability to deal with setbacks and focus on long term goals can even improve academic outcomes. He also acknowledged that children from disadvantaged backgrounds are less likely to be able to access character building activities than their more affluent peers, and that this needs to change.
He announced 5 foundations for building character - sport, creativity, performing, volunteering & membership, and the world of work - and said that all children should be able to access at least one activity from each of these foundations, so that every child has the opportunity to try something they enjoy and want to stick at. Each of the five foundations combine elements that will stretch and challenge and will help young people think, develop and grow and which will enhance their self-esteem and confidence.
There are thousands of providers offering these activities both inside and out of schools across the country but a lack of information of what is available must not be a barrier to young people taking up these opportunities. Mr Hinds has pledged to improve the sharing of information between organisations and schools, so pupils, parents and teachers can be signposted to character building activities near them. He made clear that this will not mean additional work for teachers and schools and that he wants to see a joined up effort from the entire community: the five foundations are not the sole responsibility of schools.
Following a roundtable on the school sports action plan, DfE will be exploring how to make it easier for schools to access information on the activities available and help schools and sports governing bodies become more linked up, so pupils can embrace these opportunities. There will then be further work to look at how to signpost schools to other local opportunities such as entrepreneurship programmes, social action and community projects, public speaking and debating workshops.
The 5 foundations for building character encompass an extensive list of activities, which through team work, trying new things, and opening minds, can help young people build character. These aren’t exhaustive lists, but examples of the kinds of activities Mr Hinds has in mind in each of the 5 foundations are:
· Sport – which includes competitive sport and other activities, such as running, martial arts, swimming and purposeful recreational activities, such as rock climbing, hiking, orienteering, gym programmes, yoga or learning to ride a bike.
· Creativity –this involves all kinds of creative activities, such as coding, arts and crafts, writing, graphic design, film making and music composition.
· Performing – activities could include dance, theatre and drama, musical performance, choir, debating or public speaking.
· Volunteering & Membership – this includes practical action in the service of others, such as volunteering, getting involved in the #iwill campaign, litter-picking, fundraising, any structured youth programmes or being a member of a uniformed group like Beavers, Brownies, Cubs, Guides, Scouts, Cadets, or taking part in the Duke of Edinburgh award scheme.
· World of work – this includes practical experience of the world of work, work experience or entrepreneurship. For primary age children, this may involve opportunities to meet role models from different jobs.
The full text of the speech and the department’s press notice is available as a news story on www.gov.uk/government/organisations/department-for-education
If you would like to join the conversation about character and resilience on social media, please use the hashtag #5foundationsforcharacter.
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
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