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cultural citizenship and arts education

reporting results from the TALE research - how arts rich schools and arts broker teachers, with the support of cultural organisations, can support students to be critical appreciative audiences and active cultural producers.

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cultural citizenship and arts education

  1. 1. Towards education for cultural citizenship Learning from TALE Pat Thomson, Christine Hall, Lexi Earl, Corinna Geppert
  2. 2. TALE: research partners RSC - Tate - University of Nottingham research questions: 1. What do teachers learn from deep engagement with cultural organisations? 2. How do teachers translate this learning into classroom pedagogies? 3. What do pupils gain from these learning experiences? methods: • 3 year case studies of 30 schools • survey of arts & cultural participation among y10-13 students in the 30 schools numbers: teacher interviews: 164 focus group interviews: 323 students interviewed: 1,442 survey responses: 4,477
  3. 3. 1442 students told us they chose the arts because: • The arts are everywhere. They are past, present and future • The arts offer unique challenges – stretch, connect, enliven, produce questions, (I didn’t think I could do this), demand discipline and application, critical thinking, interpretation, learn professional norms • The arts make the everyday more enjoyable, interesting and meaningful • Engagement in the arts promotes wellbeing, and helps reduce stress in other parts of life • The expertise and skills that students learn in arts will help them in later life, even though most will not work directly in the arts
  4. 4. survey sample 4,477 questionnaires were completed in the school years 2016/17 and 2017/18. N Male Female Non- binary Prefer not to answer Year 10 2616 35 % 61 % 2 % 2 % Year 11 965 34 % 61 % 3 % 2 % Year 12 510 37 % 59 % 2 % 2 % Year 13 267 46 % 44 % 6 % 3 % Total 4358 Region East E1 (281) E2 (1) E3 (192) E4 (1) E5 (145) Region South West SW1 (125) SW2 (182) SW3 (57) SW4 (114) Region South/London S1 (369) S2 (-) S3 (145) S4 (260) S5 (28) S6 (64) S7 (187) S8 (-) S9 (-) S10 (72) Region West W1 (213) W2 (12) W3 (374) W4 (34) W5 (88) W6 (5) W7 (-) Region North N1 (163) N2 (601) N3 (438) N4 (233)
  5. 5. school level effects: the development of interest in the arts 6% 16% 21% 22% 19% 15% 0% 5% 10% 15% 20% 25% Strongly agree Agree Neither agree or disagree Disagree Strongly disagree Not sure School started my interest in the arts. 12% 33% 20% 9% 11% 15% 0% 5% 10% 15% 20% 25% 30% 35% Strongly agree Agree Neither agree or disagree Disagree Strongly disagree Not sure My school has supported my interest in the arts.
  6. 6. school level effects: everyday cultural engagement 56% 68% 58% 70% 53% 61% 53% 61% 51% 61% 46% 38% 46% 61% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Art Museums Libraries 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 TALE 2016-2018 79% 32% 7% 77% 34% 12% 77% 31% 10% 77% 31% 10% 78% 28% 10% 74% 25% 9% 95% 53% 31% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Cinemas Live Music Events Dance Performance 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 TALE 2016-2018
  7. 7. school level effects: everyday creative practice 52% 21% 27% 15% 52% 24% 22% 16% 52% 24% 22% 16% 44% 19% 20% 10% 47% 21% 19% 11% 72% 58% 25% 33% 0% 10% 20% 30% 40% 50% 60% 70% 80% Paint/draw Take Photographs Do Craftwork Create Films 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 TALE 2016-2018 15% 14% 15%17% 14% 17% 13% 12% 15%13% 12% 15%14% 13% 15% 29% 15% 19% 55% 29% 28% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Play a Musical Instrument Create Music Sing in a Band/Choir 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 TALE 2016-2018
  8. 8. school level effects: everyday creative practice 68% 18% 67% 24% 64% 20% 64% 20% 67% 18% 59% 19% 68% 43% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Read a Book out of School Perform in a Play 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 TALE 2016-2018 11% 8% 6% 13% 14% 14%12% 12% 11%12% 12% 11%12% 10% 10%11% 12% 10% 27% 23% 22% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Perform Dance Create a Dance Take Part in a Dance Club 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 TALE 2016-2018
  9. 9. Article 27 of the Universal Declaration of Human Rights states that: Everyone has the right to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits (http://www.un.org/en/universal-declaration-human-rights/)
  10. 10. culture is one of the most important dimensions of citizenship (which) concerns the styles and forms of language, cultural models, narratives, discourses that people use to make sense of their society, interpret their place in it, construct courses of action and thereby give rise to new demands for rights, which we may call cultural rights. (Delanty, 2002, p. 66)
  11. 11. Cultural citizenship can be said to have been fulfilled to the extent to which society makes commonly available the semiotic material cultures necessary in order to make social life meaningful, critique practices of domination, and to allow for the recognition of difference under conditions of tolerance and mutual respect. (Stevenson, 2003)
  12. 12. Not only can arts education serve as a space for developing and claiming cultural citizenship; we can think of arts education in general as a process of developing cultural citizens. No matter what other outcomes arts educators seek, we are teaching students about their roles and responsibilities in relation to artistic creation and consumption. We are helping to shape students’ capacities and orientations towards participating in an important aspect of cultural life. (Kuttner, 2016, p. 74).
  13. 13. … would need to follow an inclusive cultural strategy that offered school children a range of cultural repertoires drawn from across the popular and high cultural divide. A genuinely cosmopolitan education might seek to revalue cultural practices and narratives that more traditional forms of education had branded as unworthy. Yet such an approach would need to stop short of populism should it fail to instil a critical appreciation of artistic practices from classical music to performance art. (Stevenson, 2003) Arts education as cultural citizenship
  14. 14. Individual cultural school bags ACTIVE CULTURAL CITIZENS Article 27: UNDHR Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.” Culture is fundamental to human dignity and identity Families, churches, communities Cultural organisations Arts rich schools Arts broker teachers Popular cultures, media
  15. 15. Arts broker teachers • were involved in the arts outside of school – embodied what it meant to be arts-engaged – and took charge of their own arts CPDL • wanted to encourage students to enjoy the arts so – organised extra curricular, encouraged students’ out of school engagement, formed multiple partnerships with arts organisations, visits and excursions (where possible), promoted the arts in the school
  16. 16. Individual cultural school bags ACTIVE CULTURAL CITIZENS Article 27: UNDHR Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.” Culture is fundamental to human dignity and identity Families, churches, communities Cultural organisations Arts rich schools Arts broker teachers Popular cultures, media
  17. 17. • offering a wide variety of arts subjects • supporting the work of specialist arts-broker teachers • constructing and maintaining dense partnerships with artists and arts organisations • seeing the arts as central to their ‘identities’ • supporting their school community/ies to participate in a wide range of arts activities arts rich schools support students to be active cultural citizens NOW as well as in the future by
  18. 18. Individual cultural school bags ACTIVE CULTURAL CITIZENS Article 27: UNDHR Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.” Culture is fundamental to human dignity and identity Families, churches, communities Cultural organisations Arts rich schools Arts broker teachers Popular cultures, media
  19. 19. cultural organisation – immersive CPDL Principles: • contact with highly skilled professionals (artists/actors/directors, education arts teams) • exposure to professional disciplinary knowledges, languages, practices and norms • complementary recognition of teachers’ professionalism Facilitating factors: • working together as a group of teachers with arts professionals in an arts environment or arts rich school • investment in each individual (welcome, privileged access, expectation of an ongoing relationship) • opportunities for teachers to re-engage with earlier disciplinary identities • immersion - time, focus, flow, embodiment, problem solving, growth
  20. 20. Individual cultural school bags ACTIVE CULTURAL CITIZENS Article 27: UNDHR Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.” Culture is fundamental to human dignity and identity Families, churches, communities Cultural organisations Arts rich schools Arts broker teachers Popular cultures, media
  21. 21. https://researchtale.net @ThomsonPat patthomson.net Patricia.Thomson@nottingham.ac.uk

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