introduction - creating-change.org.uk · web viewthe art of engagement: top tips for recruitment,...
TRANSCRIPT
Summer Arts College and Arts Partnership Seminar
Delegate Feedback
The Bull Hotel, Peterborough
17th and 18th April 2013
1 | P a g e
Contents
Introduction...........................................................................................................................................3
The Summer Arts College Experience: Top Tips to running a successful Summer Arts College (SAC). . .4
The Art of Engagement: Top Tips for Recruitment, Retainment and Progression through Summer Arts Colleges (SACs)......................................................................................................................................5
The Art of Embedding Literacy and Numeracy into SAC: Top Tips for maximising learning during Summer Arts College (SAC)....................................................................................................................8
The Art of Silver: Top Tips for delivering the Silver Arts Award as well as Bronze during Summer Arts College (SAC).......................................................................................................................................14
The Arts and Youth Justice..................................................................................................................16
The Art of Music: Top Tips for running a Youth-Music funded project in a youth justice setting........18
Appendix 1 - Creating an Arts Award Structure for delivering bronze and silver.................................20
Appendix 2 - Achieving Artsmark status for your organisation............................................................22
Appendix 3 - The Beat Project.............................................................................................................24
Appendix 4 - Online examples from Summer Arts Colleges.................................................................25
2 | P a g e
IntroductionThank you to everyone who attended the seminar on April 17th and 18th for your contributions. This report contains brief notes drawn from each of the workshops which took place at the seminar, to serve as a reference and a reminder of some of the key ideas discussed and advice given.
This report also includes useful hints, tips and ideas to help Youth Offending Teams and arts organisations to prepare for Summer Arts College (SAC) 2013.
It also provides information which can be used by YOTs interested in offering more arts activities within their service throughout the year, rather than just summer-focused. We hope that this report might help spark ideas of arts activities that can be run during and outside Summer Arts College, and offer guidance in how such programmes might be structured and young people recruited and engaged.
If you would like any more information on anything included in this report, or you would like to simply discuss ideas, please contact:
Pip Labithiotis (Programme Manager) – [email protected]
Poppy Richards (Programme Support Manager) – [email protected]
3 | P a g e
The Summer Arts College Experience: Top Tips to running a successful Summer Arts College (SAC)
Facilitator: Sue Ellis/Pip Labithiotis
Planning for a Summer Arts College requires an incredible amount of hard work to ensure all building blocks are in place and every eventuality is considered. The Project Managers role is pivotal to the success of the Summer Arts College!!
There are four key building blocks to the Summer Arts College – o Project Manager - this is a full-time post and the Project Manager is responsible for
the planning and implementation of the Summer Arts Collegeo Young people – ensuring there are 10 young people (plus a reserves list) and each
young person is fully prepared. Home visits should be carried out by the Project Manager to engage parents/ carers.
o Artists/arts organisations – choosing the right arts organisation/artists to provide an enriching programme. What is their track record of working with young people in the youth justice system?
o Venue – having a high quality mainstream venue with access to IT. Have the venue staff been fully briefed about the young people?
TOP TIP: MyContract should be taken on home visits so both the young person and their parent/carer fully understand the expectations of SAC.
Each Summer Arts College site will be measured on their performance against the national average. There are seven Key Performance Indicators (KPIs)
o Number of young people who complete the Summer Arts Collegeo Number of young people who attend for 75 per cent of hours offeredo Number of young people who improve their literacy skillso Number of young people who improve their numeracy skillso Number of Arts Awards achieved o Number of young people who respond positively to the SAC Surveyo Number of young people with a positive ETE destination
Each SAC is required to offer an Induction/taster day(s) and offer Arts Award Explore. Each Summer Arts College must offer the Bronze Arts Award as part of SAC for each young
person. There are four parts of Bronze – taking part in arts activities, cultural trips or visits,
researching arts heroes and heroines; and sharing skills. Each young person must have a signed assessment record to accompany their Arts Award portfolio. An Arts Award Adviser at Bronze and Silver level must also sign the assessment record.
TOP TIP – there is a really useful section on Arts Award on the Unitas online practitioner training, including examples of Bronze portfolios and tips on the moderation process.
4 | P a g e
The Art of Engagement: Top Tips for Recruitment, Retainment and Progression through Summer Arts Colleges (SACs)
Facilitator: Simon Ruding
Experience has shown that it is often young people that have chosen to partake in SAC that are most engaged and focused throughout the three week period. This suggests that the key to a successful SAC lies in creating a programme where young people are ‘meaningfully involved in participation’. Participation and engagement are two very different things: we need MORE than simply participation. Below are hints and tips on how to best recruit, retain and aid the progression of the young people recruited for SAC.
How do we move towards meaningful participation?
Recruitment:
Facilitate ‘taster days’ and opportunities to try out sessions before the intensive three week period. Use Explore as a platform for Bronze.
Use YOT meetings as an opportunity to ‘sell’ the Summer Arts College to all your colleagues. Ask the YOT Manager to send a blanket email to all your colleagues to ensure adequate referrals.
Use the Summer Arts College as part of young peoples’ Pre Sentence Report. Get them 'sentenced' to a SAC instead!
If applicable, ensure SAC is part of young people’s weekly timetable.
Operate a reserve list. Keep revisiting the reserve list as it will inevitably change!
IDEA: Use the case worker leaflets and young peoples’ leaflets to promote the Summer Arts College at every opportunity.
Venue:
Engage with the staff at the venue where you intend to run your SAC. - Discuss rules for use of the venue prior to the beginning of the SAC. - Ensure the same message is being spread by all staff.- If necessary, negotiate with the host establishment on rules for use of the venue building
during the SAC period – it might be that different rules are needed for the young people you are working with.
Have a plan in place for managing the space – to ensure you are safeguarding the venue.
Manage all young people – to ensure they know how to use the space properly.
Use a space where young people can interact with other people and learn from their behaviour? Or use a space without public access? Something to think about….
Ensure there is an outside area that can be used by your young people.
5 | P a g e
IT access at the venue is crucial and compulsory for all SACs funded through Unitas in 2013
IDEA: Lots of FE Colleges and universities throw away computers and IT resources as soon as they become slightly outdated. It is worth contacting IT departments at these institutions to ask if they have any spare equipment (Wi-Fi enabled) that you can have.
Incentives:
Think about how you can use MyChoice as a reward scheme. Also think about whether you want to offer additional incentives e.g. vouchers, and choice around the type of vouchers your young people can earn…
Implement an incentive scheme and a clear system of how and when young people will be awarded. Stick to the rules you lay out at the outset! Ensure equality for all.
Congratulate young people who earn these incentives publically – to spread the message of what good behaviour, engagement and participation can earn.
IDEA: Displaying the incentive scheme visually can be a great incentive in itself. Incentives around punctuality, progression of Arts Award (e. g. modules achieved to date) or most hardworking young person can also be displayed.
Ways to involve Parents/ Carers/ ‘communities of care’
Send artists on home visits as part of their contracts to give parents/ carers a connection to the SAC and what their young person is up to.
Recognise that some young people might not have good relationships with home / may be living independently :- Case workers might be the more appropriate adult to involve, rather than direct
relatives.
IDEA: Introduce a session where young people can create and send postcards home each week. This is a good way to show parents/ carers what their young people have been up to. It also serves as a SAC souvenir.
IDEA: Organise a session where case workers/ parents/ carers come in to the SAC venue and have professionally looking ‘family’ photos taken and printed for young people to keep. This engages people from the young person's home and gives your young people something tangible and meaningful to take home. (Young people at sites that have done this in the past have really LOVED it).
Transport:
Send a mini-bus to transport young people to SAC each day – there could be a number of pick-up points if deemed high risk to pick young people up from their home (other young people seeing where each other resides).
Use a mini-bus to pick up parents/ carers to bring them to the celebration event at the end of the programme.
6 | P a g e
Encouraging Progression:
Structure in sessions with careers advisers – if possible enable the young people to meet one-on-one; or at least separate young people in to groups, perhaps dependant on what they are interested in.
IDEA: Arrange a day to visit the local FE College and/or training providers in your area; invite delegates from these organisations in to your SAC to present on what they can offer young people.
7 | P a g e
The Art of Embedding Literacy and Numeracy into SAC: Top Tips for maximising learning during Summer Arts College (SAC)
Facilitator: Sally Brown
Developing the literacy and numeracy skills of your young people during SAC is a vital way to lay the foundations to help them continue to progress at the end of the three weeks; it can build their confidence hugely, and help them recognise their own potential. Below are thoughts and ideas on how to embed literacy and numeracy within the majority of activities that you run during SAC. Getting young people to engage with literacy and numeracy sub-consciously is likely to be more enjoyable and fruitful, than timetabled, structured, ‘classroom lessons’.
How do we involve young people with low levels of literacy and numeracy and help them progress whilst taking part in SAC?
Get a clear profile of each young person’s strengths and weaknesses with literacy and numeracy – use Basic Skills Assessment scores as a starting point.
Provide one to one targeted support when needed (although know when to step away so as not to create dependency and to enable progress).
Make activities interesting and relevant to the young person – give them a reason for wanting to learn new skills.
Ensure IT equipment is available. e.g. use computers to help completion of written tasks; enable the speech function on the computer ( see http://www.bbc.co.uk/accessibility/guides/speak_text/) ; use audio/video recording to capture views and inputs; direct young people to websites relevant to what they are working on that you know are accessible.
Scribe for a young person or group when appropriate – but know when to hand over the pen to encourage independent writing.
Ensure all staff know what literacy and numeracy skills are required in each session and what their role will be in supporting the learning in that session.
Look at ideas for extension and support in the resources in the Enrichment College (see web address for the Enrichment College below).
Use writing frames (there are examples in many of the resources on the Enrichment College).
Use role play and drama techniques.
8 | P a g e
Demonstrate the skills you are asking young people to use (e.g. how to look up information in a timetable, how you would go about writing some notes on an arts hero/heroine from a web page, how you would phone someone up to book some theatre tickets) – use colleagues to role play with you.
Make any resources you provide readable (see http://shop.niace.org.uk/media/catalog/product/a/6/a658_making_reading_easier_schools_english.pdf)
Share your own difficulties and the strategies you’ve used to overcome them.
Use images instead of words, e.g. comic strips and illustrated novels.
Write up key words required in the session in prominent places around the room – promote these words as key ‘technical’ vocabulary that is specific to the art form where possible, i.e. these are new words to everyone.
Watch for the literacy and numeracy challenges in all aspects of the SAC, e.g. preparing lunch, getting to and from the venue, etc.
Design activities at different levels to ensure everyone can learn from them.
TOP TIP: Use case studies of celebrities who have struggled with literacy or numeracy, but have succeeded.
IDEA: Invite previous participants to talk to students specifically about the literacy and numeracy elements of their learning and how they overcame the fear/the challenges.
How can we help young people to develop their literacy and numeracy skills throughout their Summer Arts College Experience?
Look for natural links between the art form and literacy/numeracy:
- Music and lyric writing (see TuneIn and Digital Music on the Enrichment College).- Rap as a starting point to explore lyrics and poetry.- Work out costs of materials, e.g. to make a sculpture.- Work out cost of hiring versus buying equipment for a music event.- Use words, letters and numbers to create dance pieces (see Now Move on the Enrichment
College).- Explore use of letters and words in Islamic art (see Alphabet Words and Letters on the
Enrichment College).- Demonstrate ideas for animating words (see’ Give me a Word’ in 'Poetry in Motion').- Storyboarding – with timings of shot, indication of what characters will do and say.
Look for opportunities to embed literacy and numeracy within all SAC activities:
9 | P a g e
- Planning the celebration event – writing invitations, working out the timings for performances, allocating space for exhibits, writing press releases.
- Working out credits and which books can be bought on MyChoice.- Reviewing the day – orally and sometimes in writing, using blogs and social networking sites.- Have the newspaper available to read/talk about over lunch/during breaks.- Planning trips and visits – phoning venues, giving directions, working out how to get there
and back, travel costs, finding out about venues on the web.
Utilise the existing structure/ requirements of the Arts Award (AA), which has been purposefully developed to encourage learning:
- Young people have to record what they have learnt (this is an AA requirement for Bronze and Silver): encourage them to write reflections; magazine articles about their hero/heroine; explain the dimensions/ ideas behind their artwork.
- Encourage young people to label their photos/ art pieces (this will help the AA assessor and moderator read and understand a portfolio more clearly).
Use I.T: internet searches, using rhyming dictionaries either on the computer (e.g. http://www.rhymezone.com/ ) or download the rhymezone app.
Use lots of flipcharts to mind map and write down key words and phrases. Revisit these to reinforce learning.
Develop awareness of different sorts of language – e.g. text speak versus standard English spelling.
TOP TIP: Involve young people in the practical decisions that are involved in preparing for each day of your SAC. E.g. budgeting and shopping for lunch; making sandwiches and working out how many pieces of bread are needed for the whole group...
IDEA: Why not involve your young people in making a cake for the celebration event? They can be shown how a recipe is laid out (ingredients and method lists, often structured with bullet points and shorthand rather than full sentences etc..) and can help measure out all ingredients, thinking about metric and imperial measurements.
Other useful links
Craig Bradley poetry session video (used in the Literacy and Numeracy workshop at the seminar): http://www.youtube.com/watch?v=vyHRr6KuPo0
Unitas Enrichment College: http://enrichment.unitas.uk.net/login/
10 | P a g e
The Art of Innovation: Top tips for maximising the use of IT and the Internet during SAC
Facilitators: Linda Mason; Julie Gethin
Innovation : the act of introducing something new (new method, idea, product).
Innovation is crucial to the continuing success of any organisation.
Access to I.T is a mandatory requirement for anyone running a SAC this year. This is because the
quality of all activities that you run throughout the three weeks, and the potential for your young
people to develop their skills and simply learn is greatly enhanced by use of the Internet and
different computer programmes. What’s more, it is much easier to ensure your young people meet
all of the criteria of the different Arts Awards if they use the computer and internet when working on
their projects: from researching heroes and heroines (Bronze – Part C) and sharing creative practice
and critiquing each other’s work (Bronze – Part D) to producing online diaries, website blogs or video
portfolios (Explore, Bronze and Silver), access to I.T can benefit the quality of a young person’s Arts
Award and make completion of the Award more accessible.
This document suggests links to blogs, websites, articles, music links, podcasts – all which could be
useful to you during the SAC (and when running other arts projects) this year.
It became clear from the Innovation workshops that many sites are already utilising IT in innovative and varied ways to support young people complete and record their Arts Award journeys.
The common area that delegates thought they needed to increase their use of IT was in sharing young peoples’ work for others to see and critique – this is a key component to the Arts Award journey; for website links and tips on how to go about sharing online, read on…
The main concern expressed was around putting information and young peoples’ details on the internet; the restrictions sites face as large organisations, and the negatives that such exposure could mean for some young people.
Useful Information and tips:
(All of these links are also on Unitas’ blog - http://unitascharity.wordpress.com/ - we encourage sites
to share young peoples’ work/ encourage young people to share their work on here and on our
Facebook page - to show-off the innovation and positive work achieved during SAC and other arts
projects year round).
TOP TIP: For the SHARING component of the Arts Award, upload reviews of shows, performances or exhibitions young people have gone to see onto Facebook for others to comment on and be inspired by.
11 | P a g e
TOP TIP: Arts Award has devised a new page for young people to share, discuss, comment, explore ideas. Encourage your young people to create an account, visit ‘The Arts Award Voice’ at http://www.artsawardvoice.com/
Arts Award is on Facebook and Twitter – let the young people know about it!
TOP TIP: If your young people use Twitter, why not use # and let @artsaward know of what they are
doing. Arts Award love to hear about the work young people are doing and this will help make the
young people aware of the wider Arts Award community they are part of.
Blogs:
Creating a blog allows young people to share their work with each other, friends and family. It is
also a good idea to send the link to your Arts Award moderator before they arrive – this enables
them to grasp an idea about SAC and your young peoples’ work specifically, in advance.
Data protection: if you are worried about exposing too much about a young person online, hide
their faces and keep pictures anonymous (use initials instead of full-names etc.). Blog about the Arts
Award and the work young people are doing to achieve it.
Examples of blogs (looked at during the seminar):
http://www.thegraffitiacademy.co.uk/The_Graffiti_Academy/Summer_Arts_Blog/
Summer_Arts_Blog.html
http://sac11oxford.blogspot.co.uk/
http://fast4wardintofilm.tumblr.com/ - recommended; easy to use.
http://www.964eagle.co.uk/summerarts.php
TOP TIP: You will need to upload your video to a site first (Facebook, Vimeo, YouTube etc .) and then
embed this content onto your blog. Feel free to share your links of your examples of good work and
young peoples’ experiences of SAC on to the Unitas blog for all to see!
Podcasts:
http://www.buzzsprout.com/ (FREE - 2 hours and hosted for 90 days)
http://www.jellycast.com/index.html (£10 one off fee)
Free music:
Copyright is very important, so search these sites for free legal music to use in your projects, if your
young people are not creating their own.
12 | P a g e
http://funkyremixes.com/
http://freemusicarchive.org/
http://www.danosongs.com/
http://incompetech.com/music/
https://vimeo.com/musicstore (search under creative commons licence)
Video/Images/music:
https://vimeo.com (For sharing video)
http://www.youtube.com/ (For sharing video)
http://www.flickr.com/ (For sharing photos)
https://soundcloud.com/ (For sharing music)
Miscellaneous links:
http://www.artsawardvoice.com/ (for the young people, they could share their work via this
official site, also has some great articles and tips)
http://sixrevisions.com/tools/top-free-online-blogging/ (great article if you want to know
more about the different blogging sites)
http://thespace.org/ (The Arts free and on demand)
http://www.blurb.co.uk/ (Could make a book of the Arts Award journey)
http://www.makeitshareit.com/ (fun tool to draw and animate online)
http://www.makebeliefscomix.com/Comix/ (create a comic strip online)
http://www.rhymezone.com/ (support with rhymes)
http://www.rhymer.com/ (support with rhymes)
Any questions or support needed please contact us at:
[email protected] or [email protected]
13 | P a g e
The Art of Silver: Top Tips for delivering the Silver Arts Award as well as Bronze during Summer Arts College (SAC)
Facilitator: Sue Ellis
With careful analysis of the AA specification for both Silver and Bronze, alongside detailed planning, Silver can often be mapped on to Bronze and achieved as a continuation from the work already completed for Bronze, rather than as a completely new project. Below are some top tips and links to example plans to help you lead your young people through the Bronze AND Silver Arts Award.
Benefits and Common Concerns around offering the Silver Arts Award as well as Bronze Arts Award during SAC:
Benefits:
Intensive, fast-paced programme helps retain young people's attention, keeps their interest focused; listening to YP who have completed Silver as well as Bronze, they frequently say that this gives them an increased sense of real achievement.
The Silver Award builds a broader horizon for the future – with clearer and stronger progression routes.
For YOTs – successful delivery of Silver increases a YOT’s proven record for delivery of the arts.
Common Concerns:
3 week timescale = too short to deliver Bronze AND Silver AA. Staffing difficulties – hard to find enough staff with sufficient experience/confidence/
training or training occurred too long ago to deliver Silver Arts Award. How to select which young people are chosen to complete the Silver Award without
disappointing others?
How to deliver Silver successfully:
Detailed planning and preparation is the key:- Plan your 3 week SAC with close consideration to the steps that YP must complete in order
to attain the AA: then map the arts activities that you intend to provide on to this plan afterwards. This will ensure all areas of the Arts Award are met.
Develop a resource book or ‘Top Tips’ leaflet that will help YP understand what is required from each unit of the Bronze and Silver AA– these will also help you keep track of where they are up to/ any problems that they are experiencing and will make the award seem more achievable to participants.
Working in small groups will encourage debate and conversation. Record YP talking so that they can later be encouraged to write up their thoughts on paper (recording and explaining
14 | P a g e
thought processes behind their own/ others’ art work is a key aspect to achieving AA, so keep a record of this at all times to avoid panic at the end!)
Encourage YP to reflect on their work and that of each other’s as the days unfold.( Comment and critique are an essential part of the Arts Award, so don’t leave the collation of this feedback until the end!)
Utilise social media resources like Facebook, Twitter, blogger.com and Flickr. These are ideal resources to help complete the ‘sharing’ requirement of the Arts Award, and fairly easy to access (be careful to ensure all young people are kept anonymous).
Take LOTS AND LOTS of photos. If something happens to the art pieces or they go wrong for some reason, you will still have records of what an individual has achieved and how they have progressed.
TOP TIP: Use the same/ similar art activities/ forms for completing Silver as Bronze – this will help your young people (and you) because they will be building on skills they have already learnt, rather than starting from scratch. Arts Award has no rule against this…
TOP TIP: Use Post-It Notes to encourage young people to briefly explain their thought processes/ ideas/ influences behind the different pieces of work they produce – because each post-it note is very small, young people are more likely to record their thoughts on to them than they would a large piece of paper.
For an example 3 week SAC plan, which shows how Bronze AND Silver can be timetabled in to SAC, please refer to Appendix 1.
If you would like a more extensive version of this resource, written by Sue Ellis, please email [email protected].
15 | P a g e
The Arts and Youth JusticeFacilitator: Louise Morgan
Over the past 5 years Unitas has worked with Youth Offending Teams across England and Wales to deliver the Summer Art College programme. This has proved highly effective in reducing the re-offending rates of the young people targeted, as well as increasing their literacy and numeracy achievements and encouraging progression to further education and employment. To develop this, Unitas has expanded its arts and youth justice remit to help build and support projects all year round, rather than just during the summer. This workshop report gives a little more information on the type of activities which could be introduced by YOTs for particular groups of young people within your service The primary aim of increasing the arts activities offered by YOTs is to increase the number of young people in the Youth Justice Service accessing engaging activities that lead to accreditation through the Arts Awards, and contribute to reducing re offending.
A range of young people can be targeted, including those at risk of offending – preventative projects as well as young people subject to court orders
Sessions can be run as one to one or group work – during the day, evening or at weekends.
Programmes can be tailored to suit the individual(s): with Discover, Explore, Bronze or Silver Arts Awards built in.
The Arts Award can be mapped onto existing YOT Programmes – e.g. Knife Crime programmes, Restorative Justice , reparation, group work etc – to increase the number of young people achieving a recognised accreditation.
TOP TIP: Ensure you have a trained Arts Award Adviser to assess portfolios. Sessions do not need to be run by a trained Arts Award Adviser, although it is useful to involve them in the planning of your programme to ensure all criteria for the Award are met!
TOP TIP: Remember, Unitas may be able to help with training for staff members to become Arts Award Advisers or the moderation process!
Way of engaging young women:
Young women within the Youth Justice system are commonly one of the hardest groups to reach. Discussion included some ideas about the type of arts activities that might best engage young women. Here are some to think about…
Nail designing and painting Sewing – making cushion covers, tea cosies, pin cushions, hot water bottle covers….even
skirts, dresses and tops… Knitting – making scarfs, hats, baby clothes, blankets, bed throws… Craft – very fashionable at the moment, check out Kirsty Allsop’s ‘Kirsty’s Vintage Home’.
16 | P a g e
IDEA: If you do not have enough young women to work in a group project you could think about developing an all-female arts programme to run over a few boroughs/ geographical areas.
TOP TIP: The Unitas ‘Style Yourself Enrichment resourceP has a number of session plans on ‘bling’ and other ideas that might appeal to a female group.
17 | P a g e
The Art of Music: Top Tips for running a Youth-Music funded project in a youth justice setting
Facilitators: Matt Wilcox, Jo Jamieson
Youth Music is the leading UK charity using music to transform the lives of young people, particularly those with least opportunity. You can apply for funding from Youth Music for music projects that you may wish to run throughout the year. Music is one of the best art forms that can be utilised to engage young people. Music is perceived as ‘cool’ and therefore attracts young people to get involved. It can develop a young person’s creativity, build their self-confidence and support them in finding their self-identity, as well as extending their communication skills (including literacy and numeracy) in a relaxed environment.
The workshops explored some of Youth Music’s support offered requirements, challenges faced by music mentoring projects in the past, and ideas and top tips on how a music project could be structured within individual settings.
Who can take part in a project funded by Youth Music?
Youth Music workshops are appropriate for a wide range of young people and Youth Music funding is for young people in challenging circumstances, not just subject to court orders
Youth Music fund programmes for young people in the age range 7-25.
Participant selection can be critical for a project's success, as the young person must be motivated, interested and “buy in” to the workshop. Some YOTs which used music mentoring building the mentoring into the young person's intervention plan
Each site must report individually to Youth Music (Unitas will support the quality assurance and evaluation - YOTs should use the evaluation spread sheet provided, completed for each week of workshops or series of taster workshops.)
What common problems have sites experienced?
Sourcing skilled mentors and offering effective training and support for them - as music mentoring can be a pressurised role.
Identifying appropriate music progression opportunities and managing a young person’s expectations.
Meeting the deadlines for feedback outlined by Youth Music.
Ideas for structuring a successful programme:
Short workshops can be offered initially, building up to longer music sessions/programmes for those able to engage but Youth Music funded programmes must be offered over a minimum six month period.
18 | P a g e
Effective and skilled ”Music Mentors” play a vital role in a project’s delivery; and should be able to reflect the young person’s musical tastes but also be able to extend their experience into other musical genres. So the quality of the music organisation recruited is key.
Where music mentoring is offered, different mentoring styles should ideally be available to reflect the local provision and need but ultimately, all should be able to support and identify a variety of progression opportunities for the young person as this is a key outcome.
Think about offering music ‘taster’ sessions – even only 30 minutes in length – to get young people inspired before the start of the music project and to get their feedback on their favourite genres. Music projects will be most effective when the young person is fully engaged.
Improvisation sessions with percussion instruments such as the xylophone or glockenspiel where you can remove notes, can be really helpful in aiding some young people to grasp sound differentiation.
Youth Music are supportive and flexible so use their expertise if your project isn’t quite going as planned. They will be happy to discuss and negotiate any issues with you.
Top Tip: Music workshops can now offer the ‘Explore’ Award, an accessible new Arts Award, which can also be used as a taster before Summer Arts College.
Top Tip: Use an accessible, easy music software programme such as “EJAY” (available from Ebay for approximately £3 – easy to use by facilitators without much music experience) rather than Steinburg’s more challenging “Cubase”.
Useful Links:
Youth Music’s guide to music-based mentoring is available on the Youth Music Network: http://network.youthmusic.org.uk/resources/resource-packs/guide-music-based-mentoring
Some ‘Musical Inclusion organisations’, experienced at running music projects with young people in challenging circumstances, are running some networking/CPD activities around this area of work:http://network.youthmusic.org.uk/sites/default/files/users/Blogs/March%202013%20Networking%20Inclusion%20Grants.pdf
You can search for a list of ‘Music Inclusion Organisations’ here:http://network.youthmusic.org.uk/near-you/organisation-directory
19 | P a g e
Appendix 1 - Creating an Arts Award Structure for delivering bronze and silverTime scale 3 weeks 15 days: Moderation comes midweek of the 3rd week reducing the delivery days possibly 12/13 days: You can move elements around but you cannot take them out
Bronze A.B.C.D.
Monday Tuesday Wednesday Thursday FridayWeek one Induction
Baseline induction test
Bronze Arts Award Part D passing on arts skills to others
Complete Bronze portfolios any outstanding work and Assessing the portfolios
Unit 1 Part B Prepare agree and implement and review a plan of action to achieve an arts challenge.
Unit 1 part D Learn about artist and arts organisations
Unit 1 part B: Arts workshop
Bronze Arts part C: Hero and Heroines Bronze arts
award Part B Exploring the arts as an audience memberTrip
Introduction to silver Arts Award Unit 1 part A: Identify and agree an appropriate arts challenge.
Unit 1 part B: Arts workshop
Bronze: Part A Exploring Arts as a participant
Week two Unit 1 part B Arts workshop
Unit 1 part B Arts workshop
Unit 1 part B Arts workshop
Unit 1 part D Learn about artist and arts
Unit 2 part A deliver the project: effective arts
20 | P a g e
Unit 1 part A
Unit 1 part B
Unit 1 part C
Unit 1 part D
Unit 2 part A
Unit 2 part B
Unit 2 part C
Unit 2 part D
Unit 2 part E
organisations leadership Unit 2 Planning the project part A Establish the project’s creative purpose
Unit 2 part B plan practical issues
Unit 2 part C deliver the project: effective arts leadership
Trip Unit 2 part B working effectively with othersUnit 2 part D
working effectively with others
Unit 2 part E review the
Unit 2 part E review the project
Week three Unit 1 Part C Review an Arts eventTrip
Unit 1 part C :Write the arts review
Complete all portfolios. All portfolios marked/ Possible Moderation
Possible Moderation
Celebration
complete portfolios: Complete arts leadershipsAll portfolios marked
Careers Advisor to meet every individual young person to discuss their work /training options all evidence to go in their portfolio under: unit 1 part D.
21 | P a g e
Appendix 2 - Achieving Artsmark status for your organisation
Artsmark is the Arts Council's national flagship programme to enable schools and other organisations to evaluate, strengthen and celebrate their arts and cultural provision. In 2012, Trinity College London was appointed to deliver Artsmark on behalf of Arts Council England. Read on to find out how to achieve Artsmark status for your organisation.
The term ‘arts’ can be used to describe a range of creative activity that tends to sit within these areas, although this list is not exhaustive:
Art, Craft and Design (including painting, sculpture, drawing, textiles, pottery, spray art, illustration, photography and fashion design)
Dance (including ballet, contemporary, street dance and cultural forms such as capoeira) Music (including music technology, playing an instrument, digital music creation, DJ-ing,
singing and composition) Creative Writing (including storytelling, lyric writing, poetry or comic book creation) Film making and digital production (including web site design and game design) Drama (including theatre based experiences as well as costume design or other back stage
roles)
Having Artsmark status offers tangible recognition of your organisation’s commitment to the arts and demonstrates an awareness of the importance of the wider development of children and young people. It can also raise your profile within the local community, build confidence in arts delivery and help develop new external partnerships.
An annual fee of £30.00 is required to join the Artsmark network and access training. You can then download the application pack and gain access to resources which support arts delivery, and help you to write your application.
It costs £50 to submit your application Artsmark certificates are free and the optional wall plaque costs £50.
Applications can be received throughout the academic year. If the application receives a successful validation, Artsmark status is awarded for three years.
Why apply for Artsmark status? Artsmark status provides evidence that a YOT/ organisation is using the arts to develop the social and emotional well-being of young people and achieving crime reduction outcomes/ meeting targets in a structured, qualitative and accredited way.
Artsmark is a tool that will help you to evaluate and success your arts offer and, as part of the process, you will be visited by an arts professional validator who will provide advice and guidance to help you plan for the future.
TOP TIP: Remember, evidence of your Summer Arts College can be used as evidence for your Artsmark application. So take photos, record young peoples’ voice and keep notes on what your project offered.
TOP TIP: There is a whole website dedicated to Artsmark that also has a forum to answer any queries you might have http://www.artsmark.org.uk/
22 | P a g e
TOP TIP: Artsmark is a nationally recognised quality mark which may prove useful in future funding applications!
Trinity College London have recently sent information about Artsmark to all YOT managers so your YOT manager may already be aware of Artsmark.
If your organisation is considering applying for Artsmark, please let Unitas know.NB: Unfortunately Artsmark is not yet offered to organisations in Wales.
23 | P a g e
Appendix 3 - The Beat ProjectAn Innovative and Interactive Online Dance Resource, Continuing the Olympic Legacy
The Beat Project was one of the outstanding projects granted the London 2012 INSPIRE mark – recognising exceptional and innovative projects inspired by the London Games. It could be useful for any sort of organisation, especially as a way to get young people motivated and inspired at the beginning of an arts programme (e.g. on any taster days you hold). Read on to find out more.
What is ‘The Beat’?
The Beat is an interactive dance tool kit that allows you to create unique dance/ sports pieces by choosing different elements from its integrated galleries, and combining them in your own way to create a unique dance routine.
The programme is divided into chapters. Each chapter builds towards a stage of choreography so that eventually a complete performance can be created.
The Beat was inspired by the London 2012 Olympic Games – it takes inspiration from the movements of different athletes. As part of the resource users can try to identify the types of sports used, and even add their own to the mix!
The Beat is an easy to navigate online dance programme that will guide young people towards creating a sporting/ dance routine.
Top Tip: Using programmes like ‘The Beat’ is an effective way to get young people involved in new art forms and activities. Choreographing a dance at a computer first, could help enthuse young people and build on their confidence before they actually get up and dance!
IDEA: The Beat Project could fit nicely in to any ‘taster days’ you might hold before the beginning of your Summer Arts College, as a way to get young people interested in dance – and to break their preconceptions of what is classified as an ‘art form’.
For more information contact the Dance Offensive team:
Paul Sadot – Director – 07802440557
WEBSITE: www.danceoffensive.com
24 | P a g e
Appendix 4 - Online examples from Summer Arts Colleges
Online examples of SACs being mentioned:
These sites all describe SAC as a programme, but could benefit from examples of young peoples’ work and
thoughts being uploaded….. http://www.964eagle.co.uk/summerarts.php
http://one69a.com/past-projects/wakefield-summer-art-college-unitas-odd-theatre/
http://flicfilmworkshops.wordpress.com/2013/03/21/youth-film-challenge-developing-
literacy-and-numeracy-levels-for-young-offenders-through-film/
http://serendipityartltd.com/summer-arts-college/
http://www.cydt.org.uk/summer-art-college/
http://www.cutlimited.co.uk/case-studies/unitas/
http://www.westsussex.gov.uk/your_council/news_and_events/news/2012_archive/
september_2012/summer_arts_college_helps_ex-y.aspx#
http://www.disc-vol.org.uk/news/2011/9/27/kype-keeping-young-people-engaged-
wakefield-youth-offending-team
http://www.communitycare.co.uk/blogs/childrens-services-blog/2011/09/young-offenders-
produce-film-about-life-after-the-london-riots.html
http://theroadschool.wordpress.com/
http://www.valleyandvalecommunityarts.co.uk/news-category/summer-arts-college/
http://www.lev-inspire.org.uk/2012/10/arts-project-gets-young-offender-back-into-
education/
It is generally best to upload to a site first and then embed content onto a blog. Feel free to upload
lots of examples of good work and young peoples’ experiences of SAC on to the Unitas blog for all to
see!
25 | P a g e