the challenge of a creative society

The challenge of a creative society

how to make 'joined-up' government work

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You can’t use up creativity. The more you use, the

more you have. Maya Angelou

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There is increasingly a consensus at local, national and supra-national levels of the important contribution of cultural policies to improving the images of places, attracting tourists and investors, fostering social inclusion and cohesion, and, more generally, enhancing the quality of life.

• Developing sustainable creative industries is central to the above agenda. Franco Bianchini – from Cultural Policy to cultural planning

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Collaborative networks , not companies are fast becoming the basic units of innovation and production in the new economy. Living on thin air. Charles Leadbeater

Maybe government engaged in collaborative networks across ministries is the future for new economies?

Government strategy

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Education, culture and industry working in partnership

Where do the core creative fields develop their creativity?

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It starts with Education

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• Sir Ken Robinson identified 4 challenges for education in the 21st Century[ All our Futures]

• The economic challenge• The social challenge• The personal challenge• The technological challenge

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The economic challenge

• The economic challenge is to develop in young people the skills, knowledge and personal qualities they need for a world where work is undergoing rapid and long-term change.

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• The nature of work is being radically transformed. The balance of employment is shifting from traditional industrial and manual work to jobs based on:

• Information and communication technology (ICT) and the provision of services.

• Economies increasingly depend on the ability of individuals and organisations to generate new ideas.

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• This is true in traditional manufacturing.

• But it is the expanding creative industries — advertising, architecture, arts and antiques, crafts, design, designer fashion, film, leisure software, music, performing arts, publishing, software and computer services, television and radio — which offer rapidly growing opportunities for young people.

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The social challenge

• The social challenge is to provide forms of education that enable young people to engage positively and confidently with far-reaching processes of social and cultural change.

• The Education provided in most countries does not do this.

• Korea has an creative education programme in all schools with a 15 year strategic plan to develop a creative workforce

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The social challenge

• The combined effects of economic and technological change are transforming the social landscape.

• Communities must cope with the decline in traditional types and patterns of work, and the growth of new employment opportunities.

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The personal challenge

• The personal challenge is to develop the unique capacities of all young people, and to provide a basis on which they can build lives that are purposeful and fulfilling.

• Young people spend their most formative years at school.

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• The conventional academic curriculum is not designed to do this.

• The majority of young people have positive attitudes towards school.

• But a growing number question the value of education.

• Truancy and disaffection are acute among those who underachieve, and whose cultural values and identities conflict with those of the schools they attend or the areas where they live.

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One effective solution to this is to develop active forms of learning which engage young people’s creative energies

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• The pattern of work is changing too, with young people likely to switch occupations and locations several times in their working lives

• • The trend is to freelance work, short contracts,

self-employment, and entrepreneurial ability

• The impact of these changes is global and cuts across national boundaries.

The technological challenge

• The technological challenge is to enable young people to make their way with confidence in a world that is being shaped by technologies which are evolving more quickly than at any time in history.

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The technological challenge

• New technologies are having profound consequences in all areas of our lives.

• They offer young people unprecedented opportunities to broaden their horizons; find new modes of creativity; and deepen their understanding of the world around them.

• They offer schools the chance to transform their methods of teaching and learning.

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A potential central Government strategy is the identification and development of six key skills:

• communication• application of numbers• use of information technology• working with others• problem-solving• improving one’s own learning and performance.

Recommended by Robinson – All our Futures

Government strategy

The Role of Higher Education• Entrepreneurial thinking applied across all

subjects [SYNAPSE]• Opportunities for Entrepreneurial education

and incubation as part of all creative subject education, Music , Theatre, Design, Art, Computing, Fashion

MA Creative and Cultural Entrepreneurship

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Figure 2: A taxonomy of graduate attributes

Problem (thinking)

Business (entrepreneurial)

People (interpersonal)

Self (intrapersonal)

Communication(presentation)

Skills (competencies)

Values (core beliefs or motives)

Liberalism Altruism Tolerance Integrity Learning

Style (dispositions, orientation, reputation)

Individual, flexible

Creative, artistic

Outgoing, confident

Independent, radical

Passionate, engaged

Critical and Analytical skills

AdaptabilityFlexibilityNumeracy

LiteracyCreativity

Commercial awareness

Computer literacyNetworking

InitiativeNegotiation

Team-workLeadershipDiplomacySocial skills

Empathy

Planning and organisation

Time managementReflection

Self-motivationInsight

ArticulacyCommunication

NetworkingSelf-marketingPersuasiveness

Emotional intelligence24

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Social Aesthetic Economic

Creative Clusters

It has long been recognised that industrial clustering benefits businesses by giving them access to skilled staff and share services, and the opportunity to capture valuable knowledge spillovers.

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Creative Clusters• This is equally true of creative businesses, as

exemplified by Hollywood, or by a host of

thriving UK clusters, from: • Film Post-production in Soho, London • Video games in Dundee, Scotland, • Television in Cardiff Wales • Or in over 500 festivals which provide a

temporary cluster often in remote rural un-industrialised settings .

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Creative Clusters

But also as reactive anti-establishment action (avant garde, artists’ squats); and as a defensive necessity, resisting control from licensing authorities, global firms, guilds and dominant cultures – artistic and political.

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Creative Clusters

• These processes have come together in the regeneration of former industrial districts and buildings that served old crafts production (e.g. textiles, ceramics, jewellery/metalcrafts), and which, following manufacturing decline accelerated by offshore production, are being redeveloped for new creative economy and innovation quarters.

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Stage of Evolution of Clusters - Definitions Mature Led by established large scale creative enterprises in specific industries with established subcontracting linkages and highly developed national and international markets. Business to business consumption. Arms length public intervention.

Creative Clusters

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• Mature Examples Film/TV – Los Angeles

• Fashion and furniture design/production – Milan

• Fashion – New York

Creative Clusters

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• Stage of Evolution of Clusters - DefinitionsDependent Creative enterprises developed as a direct result of public sector intervention through business support, infrastructure development for cultural consumption and finance to SME and micro creative enterprises.

• Public subsidy required to sustain the cluster. • Limited and underdeveloped local markets.

Creative Clusters

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Stage of Evolution of Clusters - Definitions

Dependent Examples

• UK creative industry quarters, e.g. Sheffield CIQ, arts venues• St Petersburg Creative Industries Development Centre; • Regional film centres (FiW, Filmpool Nord, Film I Skane) –

Sweden• Digital Media City, Seoul; • Tokyo’s multimedia, video games and IT sectors;• Taipei creative industries development• Developing country regions – Pacific Asia, South America;

European (ERDF/ESF) programmes

Creative Clusters

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Aspirational • Some independent creative enterprises and/or

privatised former public sector cultural enterprises in place but limited in scale and scope.

• Underdeveloped local markets and limited consumption infrastructure.

• High levels of public and institutional promotional activity.

Creative Clusters

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Aspirational Examples • Creative Precinct, Brisbane; The Digital Hub, MediaLab – Dublin

• Mixed cultural industries – Westergasfabriek, Amsterdam

• Popular Music – The Veemarktkwartier, Tilburg; Media cluster – Leipzig

• Digital media – Singapore

• West Kowloon Cultural Centre Development – Hong Kong

• Creative Gateway, King’s Cross; and City Fringe – London

Creative Clusters

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Emergent • Initiated by growing number and scale of creative

enterprises with infrastructural investment from the public sector.

• Developing local and regional markets. • Visible cultural consumption, internationalisation

of market reach

Creative Clusters

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• Emergent Examples • Product design, architecture, digital media –

Barcelona• Film/TV – Glasgow and Cardiff UK

Creative Clusters

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Arabianranta Helsinki

Arabianranta Helsinki Finland is a home for 10,000 people, a workplace for 5,000 and a campus for 6,000 students and 1500 know-how professionals.

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• As a hub for creative industries Arabianranta is a home to 300 enterprises and 4,000 employees.

• In the field of creative industries the businesses are normally small or medium sized enterprises. After the educational institutes the biggest private sector employers are Littala Group and Digia Oyj.

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• The objective in future is to attract more and more businesses in the field of creative industries to join the Arabianranta community and operate and develop together with the local educational institutes.

• The enterprises also find new business partners and customers via their web site and they are able to update their own web site through arabianranta.fi portal

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Arabianranta Helsinki• The unified campus area of Arabianranta

consists of 6 educational institutes, 6,000 students and about 1,500 know-how professionals.

• The universities are The University of Art and Design, Arcada University of Applied Sciences and Helsinki Metropolia University of Applied Sciences. The upper secondary vocational institutions are Swedish Prakticum and Finnish Heltech and in the Helsinki Pop & jazz Conservatory almost 1,000 students study music.

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Arabianranta Helsinki• Educational institutions and students can use

and benefit from this platform in their own research projects, one example of this is Helsinki Living Lab project sponsored by TEKES

• Every year, TEKES finances some 1,500 business research and development projects, and almost 600 public research projects at universities, research institutes and polytechnics.

• Tekes – the Finnish Funding Agency for Technology and Innovation It is the main public funding organisation for research, development and innovation in Finland.

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Creative Clusters – Education

• Education institutions will also have to help consolidate and develop emerging professions, which include those of the ‘cartographer’ of local cultural resources, and of specialists in fields including cultural industries strategies, culture and property-led regeneration, and culture and social action/social policy.

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Cultural Resources

Economic Sphere

Political Sphere

Arts & Cultural Sphere

Social Sphere

Educational Sphere

Environment Sphere

Symbolic Sphere

DR WHO Television

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DR WHO Television

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DR WHO Television

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DR WHO Television• An old brand• A desire to commission drama from the UK’s

nations and regions• Market research negative• Average: 30 million viewers per series: 10.4

million New Year’s Day 2011• BBC Wales – doubled income in 3 years to

£50million • 1963 – 1989. 2005 >

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DR WHO Television

• Dr Who, New Series-Torchwood & Sarah Jane Adventures

• Online and Interactive – Computer Games ( phones) create new films ( trailers) on the BBC Dr Who Website, Quizzes , News features

• Tourism to the locations of the filming [Cardiff tourism chiefs seized on the Doctor Who connection and have

seen visitor numbers increase more than 40% over the last 10 years, with close to 13 million people visiting in 2008. They attribute a large part of the rise to the popularity of the show]

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Dr Who Computer Games

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DR WHO Television

• Doctor Who and its spin-off shows, Torchwood and the Sarah Jane Adventures, are estimated to employ about 400 people directly. Indirectly ?"Ten years ago there was very little drama in Wales being made for the BBC. Now we have completely changed the picture, People in Cardiff feel very proud that these shows are being made here.“

Clare Hudson, acting director of BBC Wales.

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Spill-over benefits• Local businesses – costume makers, set

designers, writers, electricians, set builders.• Catering - suppliers• Sofa maker changed to prop/set designer• Locations for filming - Aviation Repair

company – hangars as sets

DR WHO Television

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DR WHO Television

• Now the streets of Cardiff and some of the most familiar landmarks in south Wales are to appear more frequently on the small screen as a range of television dramas follow Doctor Who's lead.

• [including a new adaptation of Sherlock Holmes, a remake of Upstairs, Downstairs, and BBC1's long-running hospital drama, Casualty, which is to relocate from Bristol]

• BBC has decided to make 50% of BBC network TV shows outside London by 2016

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DR WHO Television

The first phase of BBC Cymru Wales' new drama production centre

The BBC agreement is for rental of the site for a fixed term of 20 years – therefore, there is no capital investment in the building by the BBC

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NESTA Creative clusters and innovation: Putting creativity on the map

• NESTA REPORTCreative clusters and innovation: Putting creativity on the map 2010NESTA is the National Endowment for Science, Technology and the Arts - an independent body with a mission to make the UK more innovative.

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• The NESTA report was the most ambitious attempt yet to map the UK’s creative clusters, showing where they are, which sectors form them, and what their role is in the systems of innovation where they are embedded.

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NESTA Report• It makes a case for a new approach to local

economic policy as it relates to the creative industries: one that goes beyond ‘urban branding’ rationales, and acknowledges their great potential as active players in local innovation systems.

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• The research also shows that the creative industries are more innovative than many other high-innovation sectors, for example professional and business services. What is more, the creative industries provide a disproportionate number of the innovative businesses in most parts of the country.

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• The research analyses co-location between creative sectors and other innovative industries such as High-Tech Manufacturing and Knowledge Intensive Business Services (KIBS). It shows statistically robust patterns of co-location in several cases. Advertising and Software firms are very often found near both High-Tech Manufacturing businesses and KIBS.

• Other creative sectors that provide content and cultural experiences show weaker, although still significant, patterns of co-location with KIBS.


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• These findings suggest the existence of complementarities between some creative sectors and innovative businesses in other parts of the economy.

• These complementarities may be brought about by value chain linkages and shared infrastructures.


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• They could also be a consequence of knowledge spillovers that happen when creative businesses share new ideas with their commercial partners, or when creative professionals move into other sectors, bringing useful ideas, technologies and ways of working with them.


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• In other cases, the presence of creative firms generates an‘urban buzz’ that attracts skilled workers and encourages collaboration.


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www.nesta.org.uk/areas_of_work/creative_economy/geography_of_innovation.

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the challenge of a creative society

Documents

creative education programme

forms of education

majority of young people

social inclusion

social landscape

government work

cultural change

economic challengethis