Presentation looking at the economic and social value of entrepreneurial and cultural learning.

1. Design Ventura
March18, 2013
“The value of
entrepreneurial, cultural
and creative learning”
Paul Roberts
www.cceengland.co.uk

2. We know what we need
"There are powerful reasons to believe that what worked
spectacularly between 1960 and 2010 will not work
between 2010 and 2060.“
"It will depend on individuals who are open to ideas and
arguments and who are part of teams in which vigorous
debate, dissent and discomfort exist. It will require a
culture of openness - to argument and to ideas, experts
and outsiders, the young and the new."
Oceans of Innovation: The Atlantic, the Pacific, global
leadership and the future of education
(Barber, Donnelly and Rozvi 2012)

3. Is this what we’ve got (1) ?
(1) The Test-Score/Interest Paradox

4. Is this what we’ve got (2)?

5. Building the Creative
Generation (1)
1. Inquisitive Wondering and Questioning
Exploring and Investigating
Challenging assumptions
2. Persistent Managing uncertainty
Sticking with difficulty
Daring to be different
3. Imaginative Playing with possibilities
Making Connections
Using intuition

6. Building the Creative
Generation (2)
4. Disciplined Crafting and Improving
Developing techniques
Reflecting critically
5. Collaborative Cooperating appropriately
Giving and receiving feedback
Sharing the ‘product’

7. What type of school does it need (1)
High System
Schools with Schools with high
high test scores test scores and
but low pupil independent
independence motivated pupils
and motivation
Low High
Functioning Functioning
Schools with creative
Low performing
activities which are
schools
enjoyable but do not
impact pupil learning
Low System

8. What type of school does it need (2)
Guided Role of the teacher Challenging
Contrived Nature of activities Authentic
Bellbound Organisation of time Flexible
Classroom Organisation of space Workshop
Individual Approach to tasks Group
Hidden Visibility of processes High
Static Location of activities Mobile
Ignored Self as learning resource Central
Some Inclusiveness All
Directed Role of learner Self managing

9. Why does Cultural Education matter –
and the argument for Design………?
The Intrinsic: Culture enriches lives
The Extrinsic: Culture changes lives (1)
• Self-confidence and personal identity
• Creativity and problem solving
• Self-discipline and team work
• Communication
• Challenge to adult under-expectation
• Combatting disaffection and underachievement

10. Why does Cultural Education matter –
and the argument for Design……..?
The Extrinsic: Culture changes live (2)
• Personalised learning and commitment
• Talent and career pathways
• Culture providing livelihoods
• Mass participation ( not just observation)
• Community cohesion

11. What are the characteristics of a
cultural offer? (1)
• Learning in and about culture
- critical spectators, participants and creators in
the cultural world around them
• Learning through culture
- engagement with culture to boost creativity,
attainment and personal development

12. What are the characteristics of a cultural
offer? (2)
• Breadth
We want children to experience all cultural
forms not what just happens to be on offer in
their area
• Reach
We want this range of experience for all
children not a fortunate few
• Quality and sustainability
We want ongoing high quality experiences not
one off projects
• Pathways
We want all young people to be able to take
their interests and passions and talents to the
next level and if appropriate into their career
choices

13. Professionalising art-talent
Semi-professional
Route for the practice of art
width
Birth of art-talent

14. Ipsos Mori research on young
people’s engagement in the
arts
The main predictors of young
people’s engagement in cultural
activity at primary school age are
the educational qualifications of
their parents.
The children of parents with no
educational qualifications are least
likely to participate.
There are 482,000
primary age
children in the UK
in this category.

15. Many primary-aged children
spend no time on cultural
activities
70% of children of parents with no
educational qualifications spend
less than three hours per week on
cultural activities. 42% spend
none.
80% of children whose
parents have degrees spend
more than 3 hours per week
on cultural activities. 27%
spend more than 10 hours.

16. The Design Ventura
Challenge (1)
- Establish the moral and educational
imperative
- Don’t polarise the debate - wholeness
- Pursue a creative pedagogy
- Unlock demand before increasing supply
- Invest in Research - Sweat the evidence
- …………………….

17. Invest in Research Provided
Between Sweat the evidence (1) training for
2008 60,000
-11 teachers
Engaging
750,000
young people
Working intensively with
133
3900 schools
Local Authorities

18. Invest in research
Sweat the evidence (2)
• academic achievement
• confidence, communication, motivation, expectations
• creative practitioners, teacher skills, diversity
• home-school communication
• pupil attendance
• greatest impact in places of greatest deprivation
• wellbeing
• the ‘how’ and the ‘why’
www.creativitycultureeducation.org/research-reports

29. Family Faces
Where did your ideas come from?
From my dreams
How pleased are you with your
sculpture?
Very pleased. Next time I think I’ll do
even better because I learned so
much the first time. I achieved
something I never thought I’d be
able to do.
www.creative-partnerships.com
www.creatvitycultureeducation.org

30. The Design Ventura
Challenge (2)
- Establish the moral and educational
imperative
- Don’t polarise the debate - wholeness
- Pursue a creative pedagogy
- Unlock demand before increasing supply
- Invest in Research - Sweat the evidence
- Keep the torch burning !

31. Paul Roberts
Chair of the Trustees
Creativity, Culture and
Education
(CCE UK)
paul.roberts@cceengland.org
www.creativitycultureeducation.or
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