arts in education sector briefing 2006...professional learning opportunities “i found the...
TRANSCRIPT
Creative Connections:
An Arts in Education
Partnership Framework
2010 - 2014
Introducing…
Principles:
Who can apply?
In 2013: WA public schools and teacher training institutions
What grants are available?
STREAM 1 = Up to 6 x $30,000 (ex GST)
Stream 1 - $30,000 SCHOOL as APPLICANT
• Minimum of 150 contact hours
• Project starts Term 2, 2014
• Project completed by the end of Term 3, 2014
• Must involve at least one professional artist (min. 3 years exp.) with
WWCC
• Artists may work in any art form or combination
• Project to include professional learning for teachers & artists
• The school must take on the role of Project Manager
• Application assessed against the KEY PRIORITIES and the
ASSESSMENT CRITERIA
The Education Perspective
Lorraine Scorer Principal Consultant (Arts)
Secondary Support
Department of Education
Tel: (08) 9264 5089
Goals for Arts Education in Western Australia
One: Recognition of the importance of the arts in developing the unique intellectual and personal capacities of all children and young people in preparation for life and work, in an increasingly and challenging and rapidly changing world; and,
Two: That all children and young people will have engagement with and be enriched by unique and transforming arts and cultural experiences throughout their schooling.
Supported by: DoE STRATEGIES, PLANS, AND FOCUS
• Classroom First Strategy:
o Successful Students;
o Effective Teachers; and
o Good Schools
• Strategic Plan for WA Public Schools 2012-15:
Collaboration between schools will continue to be
encouraged so they can share resources and expertise
to benefit students. Partnerships will be strengthened
between teachers and parents, and between schools
and their communities as well as industry and tertiary
providers.
•Aboriginal Education Plan 2011-14 “Public schools, in partnership with communities and
other agencies, have the capacity to achieve greater
success in addressing the educational disadvantage
experienced by many Aboriginal students.”
•Disability Access and Inclusion Plan 2012-17 Ensure that students with disability continue to access and
participate in all aspects of school life.
Continue to build capacity for teachers, principals, school
staff to support the educational needs of students with
disability. Focus 2013;
“[The Department] promotes the mutual
responsibility of schools, parents and
communities to address poor student
Attendance. A whole community approach
approach…is more likely to improve the
attendance of individual students while
achieving broader benefits for the community.”
And finally…
• Attendance Strategy. Better attendance: Brighter Futures.
• FOCUS 2013
“Explore the innovative use of technology as
part of learning and teaching programs; and
use increased decision making authority to
develop innovative strategies and programs
that respond to the needs of students and
communities.”
At a National Level:
Australian Curriculum
• Seven General Capabilities;
Literacy, Numeracy, ICT Capability,
Critical and creative thinking, Personal
and social capability, Ethical
understanding and Intercultural
understanding
• Aboriginal and Torres Strait Islander histories and
cultures;
• Asia and Australia’s engagement with Asia; and;
• Sustainability
Three Cross-Curriculum Priorities:
Rationale
“The Arts have the capacity to engage, inspire
and enrich all students, exciting the imagination
and encouraging students to reach their creative
and expressive potential…the arts play a major
role in the development and expression of
contemporary cultures and communities,
locally, nationally and globally.”
The Arts: Dance, Drama, Media Arts, Music and Visual Arts.
The AiR Grants Program
• The Department of Culture and the Arts
and the Department of Education
through ArtsEdge; and
• Australia Council for the Arts.
“I think the AIR Project is invaluable in terms of
long range culture building in this country and
a refreshingly creative approach to
Education.” Artist
Professional Learning Opportunities
“I found the professional learning
really great! I learned new skills
that are not in the art books.” Teacher
“The greatest lesson for me was that from
this grant I felt like a teacher and was
given the opportunity to plan lessons and
think about students’ learning outcomes in
order to run the program.
As an artist I have never had this
opportunity before.” Artist
“The artistic outcomes of
this project exceeded my
expectations. I never
dreamed the students
would achieve the level
of autonomy…that they
did.” Artist
“ Working together creatively really
built our capacity as a school.” Principal
The Arts Perspective
Jane Mitchell Senior Policy Officer, Young People and Education
Department of Culture and the Arts
What is art?
What is a professional artist?
How do I find one?
What makes a successful AiR project?
Key Priorities:
• Creative Process
• Partnerships
• Innovation
• Professional learning
• Regional & Remote
• Indigenous students
• Students at
educational risk
• Students with disability
• Cultural diversity
Assessment Criteria:
• Partnerships
•Artistic Excellence
•Links to the Curriculum
• Good Planning &
The Use of Resources
Sustainable outcomes:
What will the footprint of the
project be?
• Professional learning outcomes
– teachers
• Professional learning outcomes
– artists
Funded 2009/Completed 2010
Inglewood Primary School
Artists: Leon Hendroff, Joanne Foley & Sanjiva Margio
Funded 2009/Completed 2010 La Grange Remote Community School
Artist: Wayne Jeffery
Funded 2009/Completed 2010 Karratha Senior High School (Cluster)
Artist: Rachel Ogle & Sete Tele
Funded 2009/Completed 2010 Warburton Ranges Remote Community School Artist: Leon Ewing and Saritah
Funded 2010/Completed 2011
Balcatta Senior High School (Cluster - West Coast PEAC +
Belridge SHS, Padbury SHS, Greenwood SHS, Warwick SHS)
Artist: Susan Hayes
• Facial Reconstruction “Skulls in Schools”
• Project focused on the artistic anatomy of the
face
• Art forms – sculpture and drawing
• PL for teachers / artist further developing her
workshop programs for schools
• National Science Week: August 18, 2011 online
forum with the Artist.
• AIR project outcomes now integrated into
school curriculum
Funded 2010/Completed 2011
Carson Street Independent Public School Artists: Francis Italiano, Rebecca Bradley, Michelle Hovane, Rachel Riggs, Barking Gecko Theatre Company Blog: http://carsonst.weebly.com/blog.html
“… I am beginning to understand that this process is
about laying a foundation of deeper understanding of
how to effectively engage these children. We are not
sensory theatre experts (yet), we are fledglings finding
our way in new territory, cerebral beings learning (on a
very steep curve) about experiencing the world in a
physical way. Nor are we disability experts; relative to
the teachers and EA’s, our hands on experience is
limited, and our education in this field is just
beginning. So this process is about gaining the
experience and understanding necessary to make
informed choices as theatre makers and performers, for
how to most effectively engage our audience, whatever
their physical and intellectual capacity.”
Rebecca Bradley-Artist’s Blog July 3, 2011
Funded 2010/Completed 2011
Governor Stirling Senior High School
Artists: John Macliver, Steve Berrick Blog: http://snapshotsofchange.net/
Funded 2010/Completed 2011
Melville Primary School ( & Murdoch University)
Artist: Louise Snook Web: http://airmps2011.edublogs.org/
Funded 2010/Completed 2011
North Fremantle Primary School / Artist: Sandy McKendrick
Web: http://www.northfremantleps.wa.edu.au/
Funded 2010/Completed 2011
South Fremantle Senior High School (Cluster - Fremantle PS, Beaconsfield PS, Winterfold PS, Hilton PS,
White Gum Valley PS, Spearwood Alternative PS) / Artists: KULCHA + Darren Reutens, Meng
Jones, Tommy Truong, Djibril Diagne, Freddy Poncin
Blog: http://southfreomusic.weebly.com/hip-hop-harmony.html
Funded 2011/Completed 2012
Atwell College
Artist: Janis Nadela
Funded 2011/Completed 2012
Churchlands Primary School
Artists: Paula Hart, Sohan Ariel Hayes & Monica Main
Funded 2011/Completed 2012
Harmony Primary School Artist: Paula Hart
Funded 2011/Completed 2012 Nedlands Primary School Artist: Jahne Rees
Funded 2011/Completed 2012 Safety Bay Primary School
Artists: Katy Watson Kell, Trevor Walley & Ashley Collard
Funded 2011/Completed 2012
Tom Price Senior High School Artist: Matthew McVeigh
Balingup Primary School
Artist: Helen Hulme
Challis Early Childhood Education Centre
Artists: Sean Avery, Samantha Hughes
Hospital School Services:
Artist: Charlotte O’Shea
Funded 2012/In progress 2013
North Albany Senior High School
Artists: Symantha Parr, David Nile, Annette Carmichael
Quairading District High School
Artist: Stephen Aiton
Yule Brook College
Artist: Black Swan Theatre Company
Funded 2012/In progress 2013
“If I had to list some
recommendations …I would say
you need a list of duties and
expectations and clarifications of
who is responsible for what…the
[project] needs proper planning
and lead time.” Project Coordinator
Induction
Acquittal
What we use the information for:
• Case study publication (for
general distribution)
• Content for online case studies
• Content for best practice
exemplars
• Evidenced based research
material
How do you apply?
• Full program details and STREAM 1
application form online at
www.artsedge.dca.wa.gov.au
Grant writing tips/principles - overview
• Read the materials first
• Make contact
• Plan! Plan! Plan!
• Seek feedback on a draft
• Stick to the limits
• Be aware of support material requirements
• Check and double-check!
Grant writing tips/principles - overview
Successful applications are the ones where the panel has
only one question:
“When do I get to see the results of this project?”
Develop and write your project plan
• Develop your project idea before you start filling in the form
• Involve everyone early on - avoid surprises later on!
• Make sure you have discussed ideas, expectations, roles, fees and costs
with artist, school in planning phase
• More about budgets later…..
Transfer the agreed upon project plan
to the application form
• Don’t edit out the juicy bits!
• Use appropriate language
• Avoid jargon, avoid abbreviations
• Don’t just be outcome focussed – the process is important too
• Avoid ‘maybes’, and bold statements that you can’t 100% qualify
• Show your draft to an honest / respected associate
AIR Application Form – some suggestions
• Reapplying for the same AiR project? Seek feedback
• Cross-Check with AiR priorities – page 6 of info pack
“If I had to list some recommendations …I would say you need a list of duties
and expectations and clarifications of who is responsible for what…the [project] needs proper planning and lead time,” previous AiR Project
Coordinator
AIR Application Form – overview
• Section 1: Applicant
• Section 2: School Community
• Section 3: The Artist(s)
• Section 4: The Project
• Section 5: Curriculum Links
• Section 6: Budget
• Section 7: Support Material
• Section 8a: Declaration – Schools/University
• Section 8b: Declaration – Artist/Organisation
• Checklist
AIR Application Form
Section 2:
School Community
AIR Application Form
Section 3: The Artists
AIR Application Form
Section 4: The Project
AIR Application Form
Section 5: Curriculum Links
Practical activity
• Why do you want to do an AiR project?
• What can you give to the project?
• What would you like to gain from the project?
• What questions would you like to ask a future project
partner?
• Is there anything you are concerned about?
AIR Application Form
Section 6: The Budget
• Seek assistance from your registrar
• Use the format provided in the form
• Avoid guestimates
• Be true and real
• Check and double check
AIR Application Form
Section 6: The Budget
Remember:
• Paying artists to attend meetings and briefings
• Artist preparation and travel time
• Appropriate rates of pay
• Relief teachers, etc
• Documenting the project
• Other funding sources – including In-Kind
AIR Application Form
Section 6: The Budget
Budget Notes
• Assist in demonstrating financial responsibility.
• Necessary if you are unable to provide adequate details within the budget format provided in the
application.
• Help you show how you determined various amounts
• Examples?
AIR Application Form
Section 7:
Support Material
• What are support materials?
• Why are they important?
• More does not mean better
• Call if you are confused
AIR Application Form
Section 7: Support Material
• Check requirements in info pack / application
form
• Curriculum Vitae/s
• Artistic Support Materials
• Electronic materials
• Tag stuff
• Budget notes
Practical activity
• If you have an idea for a project, try completing
Section 4: the Project of the application form
• If you are still formulating an idea/partnership, use
the reasons why you want to participate in an AiR
project (that you developed earlier) as a starting
point for some project ideas.
Key dates 2013-2014
• Application deadline 5pm Friday 27 September 2013
• Applications assessed October
• Notification of successful applications November
• Induction workshops held for STREAM 1 teams February,
2014
• Contracts/Payments by DoE – Gateway Term 1, 2014
• Projects commence Term 2, 2014
Web Links
• www.artsedge.dca.wa.gov.au
• http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Ar
ts_Foundation_to_Year_10_July_2012.pdf
• http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-
capabilities-in-the-Australian-Curriculum
• http://www.australiancurriculum.edu.au/CrossCurriculumPriorities
• http://www.det.wa.edu.au/policies/detcms/navigation/corporate-
management/strategic-planning-documents/
• http://www.dca.wa.gov.au/
www.artsedge.dca.wa.gov.au
(08) 6552 7300 or Free call (within WA only) 1800 199 090