Primary Schools Programme Evaluation 2014

CRAFTed:Learning Skills For Life

The experience of making

Today the experience of making is more important than ever as we continue to move

in a fast-paced society, one largely dominated by digital and technological interface

experiences. Making takes time, while learning skills and applying skills to tasks involves

a dedication and devotion to materials and processes. The opportunity to discover the

power of making by hand in a school environment is vital to enable young children

flourish in their creativity.

Through exploring craft materials such as felt, clay, willow, wood and new mixed media,

these hands-on making experiences can open up worlds of possibilities for children.

Every child should have the chance to have access to and engage in creative projects

with professional makers. These creative interactions can enable young children to gain

confidence in their own ability to make and shape their environment. As Richard Sennett

writes in The Craftsman, ‘craftsmanship names an enduring, basic impulse, the desire to

do a job well for its own sake’.

The Design & Crafts Council of Ireland’s CRAFTed programme facilitates teachers and

children in exploring their creativity and it introduces the dynamic world of craft, design

and making techniques into the classroom. The class works together as a team on a

creative project while linking in with specific education curriculum strands. CRAFTed

also offers experience in 21st century skills like collaboration, problem solving, and

encourages children to fulfill their own potential as young individuals.

On behalf of the Design & Crafts Council of Ireland, I would like to sincerely thank

Polly Minett, Carrie Lynam and Amanda Walsh for all their work on compiling this report.

Working collaboratively as a team and sharing good practice is an intention of the

CRAFTed programme and of this report. We are delighted to share here the development

and delivery of CRAFTed: Learning Skills for Life in 2014.

Muireann Charleton

Education & Innovation ManagerDesign & Crafts Council of Ireland

Foreword

Two strong features strike me about the CRAFTed programme. Perhaps the most obvious

and striking manifestation of the experience has been the astonishing quality of the work

that the young people have made. I have had the pleasure of seeing at first hand much

of that wonderful work. Equally, I have also felt the excitement and joy both of the young

people and of the teachers and craftspeople involved.

The second feature is not as obvious, but is no less real. The strength of the CRAFTed

programme lies in its educational conception. This report is a documentation of the

implementation of that educational vision. The design of the programme is a highly

thoughtful and nuanced one. A professional partnership between educators and

craftspeople, the programme designers have sought to align the craftwork with various

strands and emphases of the primary school curriculum. This alignment was sensitively

handled; too crude a specification would have reduced the experience to a series of drills

or empty exercises. Instead, thanks to the well designed support service and through the

facilitation of the education centre network, the integrity of the craft-making process was

respected while the educational priorities of the teachers and learners were supported.

There is an authenticity about the work of the programme that lends huge quality

to the educational experience. The engagement of professional craft workers with

professional educators has allowed children and young people to engage in real

work – not simulated or diluted processes. This authenticity is an implicit component

of the very nature of craftwork. It is also – and this in my view is the long-term value of

the programme – the only way that the rhetoric of education policy can be realised.

That rhetoric promotes, for instance, the development of creativity, of enterprise, of

collaboration and similar generic skills, qualities and dispositions. But these cannot

be taught in artificial settings. They must be forged in the experience of the real world.

Nothing is more real than making. Working with artists and craftspeople in the CRAFTed

programme, young people were working as craftspeople themselves.

That authentic experience is a real confidence-builder. And confidence is perhaps the

most important quality that education can foster in young people. Through the process of

making, through the experience of the classroom studio, young people learn to fail, learn

to evaluate, learn to seek help, learn to support, learn to appreciate, learn to succeed.

The lessons of the CRAFTed in its design and implementation, its support programme

and in its focus on the real, the authentic, should serve as a model of good practice for

education planners and for initial and continuing teacher education.

Professor Gary Granville

Head of School of Education, NCAD

This report has been researched and written by Polly Minett,

National Coordinator of the Design & Crafts Council of Ireland’s

CRAFTed: Learning Skills for Life Primary School Programme

Cover Image — Bernie McCoy

Contents

1. Introduction P. 1

1.1 Overview of CRAFTed 2014 P. 3

Aims and objectives

Learning outcomes

1.2 CRAFTed 2014: Facts and Figures P. 4

CRAFTed: PLUS

CRAFTed: CORE

2. Changes and developments for CRAFTed 2014 P. 7

2.1 CRAFTed: PLUS and CRAFTed: CORE P. 7

2.2 Appointment of CRAFTed Assistant Coordinator P. 8

2.3 CRAFTed Training P. 9

2.4 Training in delivery of CPD for the Education Panel P. 10

2.5 CRAFTed Teachers’ Information Evenings P. 11

2.6 Changes to Collaborative Planning Sessions P. 11

2.7 Looking and Responding Sessions P. 12

3. CRAFTed: PLUS P. 15

3.1 The format and delivery of the CRAFTed CPD evenings P. 15

3.2 Feedback process P. 16

3.3 Outcome of CRAFTed: PLUS P. 16

4. CRAFTed CPD Summer Courses for Primary Teachers P. 21

4.1 Objectives P. 21

4.2 Training and planning P. 21

4.3 Participants P. 22

4.4 Feedback / testimonials P. 22

4.5 Plans for publishing a teaching resource P. 23

5. Analysis of Evaluation Surveys P. 26

5.1 The investment of DCCoI P. 26

5.2 The investment of the Association Teacher Education P. 28

Centres Ireland (ATECI)

5.3 Results of Survey Monkey Questionnaire P. 30

6. Key recommendations for CRAFTed 2015 P. 31

7. Appendix A, B, C P. 32-35

1

1. Introduction

The Design & Crafts Council of Ireland (DCCoI) recognise the critical role that education

plays in the future growth of craft and in the preservation of our cultural heritage.

This commitment to education and training is central to the Design & Crafts Council of

Ireland’s Strategic Plan 2013 - 2015.

The Design & Crafts Council of Ireland’s CRAFTed: Learning Skills for Life Primary

Schools Programme provides educational training opportunities to a range of

professional craftspeople, offers teachers training and support and opens a world of

creative possibilities to primary school children. It aims to develop good collaborative

practice between craftspeople and teachers and focuses on how craft and design skills

support integrated learning methodologies within the classroom, with an emphasis on

underpinning numeracy and literacy skills.

In response to the Department of Arts, Heritage and the Gaeltacht, and the Department

of Education and Skills, Art’s in Education Charter’s commitment in respect of schools

policies and plans for ‘enriching the curriculum and the wider life of the school’, the

Design & Crafts Council of Ireland and partnering body the Association of Teacher

Education Centres Ireland (ATECI), initiatied a number of changes and developments to

CRAFTed 2014 to reflect this position. A focus of this report is to outline the key changes,

evaluate the resulting outcomes and make recommendations for future action in respect

of the CRAFTed: Learning Skills for Life Primary Schools initiative.

32

CRAFTed 2014: Changes and strategic developments

• Introduction of Continuing Professional Development (CPD) – on

a CRAFTed PLUS programme

• Appointment of CRAFTed Assistant Coordinator

• Training in delivery of CPD for the Education Panel

• Introduction of Teacher Facilitators

• CRAFTed induction training for Teacher Facilitators

• CRAFTed Teachers’ Information Evenings

• Changes to Collaborative Planning Sessions

• Looking and Responding Sessions for teachers and craftspeople

The success and impact of these changes has been evaluated

throughout the programme using the following methods:

• Feedback meetings with participating teachers and craftspeople

• Evaluation reports complied by participating teachers and craftspeople

• Online questionaire surveys with participating teachers and craftspeople

• Consultation meetings with participating directors

1.1 Overview of CRAFTed 2014

Aims and Objectives

• Raise awareness of craft, design process and craft enterprise among primary

children, teachers, parents and the wider schools community

• Provide positive creative hands on making experience for primary school children

• Supports delivery of the Visual Arts Curriculum at primary level in Ireland

• Offer practical skills and lesson ideas to teachers and makers

• Facilitates opportunities for collaboration and ‘paired teaching’

• Promote integrated learning of multiple subject areas with a specific emphasis

on numeracy and literacy skills

• Use creative, child centred process led methodologies

• Provides 10 hours in the classroom with a professional craftsperson

• Provides training for craftspeople which includes: working in classroom contexts,

delivering a residency, contracts, agreements, planning, working collaboratively,

child protection, health and safety

• Create career pathways and offer employment opportunities in educational

contexts to craftspeople

Learning Outcomes

Students

• Enable the child to develop natural abilities, to acquire craft techniques

and to practice the skills necessary for creative expression and for joyful

participation in different art and craft forms

• Enable the child to acquire knowledge, skills and attitudes to develop an

informed and critical understanding of social, environmental and scientific issues

• Develop the child’s awareness of, sensitivity to and enjoyment of visual,

aural, tactile and spatial qualities in the environment

54

Teachers

• Develop an appreciation of the skills involved in craft based disciplines and an

awareness of the potential of the craft creative process as a learning tool

• Gain an awareness and understanding of the role of craftspeople and the

importance of craft to Irish culture, heritage and society

• Develop an understanding of the potential for integrated learning using process

based creative teaching methodologies through the Visual Arts, (VA) and Social,

Environmental and Scientific Education (SESE) curricula, while supporting and

underpinning numeracy and literacy skills

Craftspeople and Designers

• Develop project and classroom management skills to enable makers to direct

and deliver future crafts based programmes

• Develop a working knowledge of the Visual Arts and SESE curriculum at primary

level and facilitate the development of the creative process that will assist in the

delivery of the curriculum

• Develop an understanding of the potential for integrated learning using process

based creative teaching methodologies through the Visual Arts, (VA) and Social,

Environmental and Scientific Education (SESE) curricula

1.2 CRAFTed 2014:Facts and Figures

The total participants:

• 15 Education Centres (ATECI)

• 71 School projects

• 62 craftspeople

• 12 Teacher Facilitators

• 2,130 students (approximately)

CRAFTed: PLUS

• 12 Education Centres including: Dublin West, Wexford, Kildare, Kilkenny,

West Cork, Sligo, Carrick on Shannon, Clare, Mayo, Athlone, and Monaghan and

Education Centre Tralee

• 60 teachers attended the CRAFTed CPD evenings

• 48 craftspeople delivered skills based workshops

• 12 Teacher Facilitators facilitated

CRAFTed: CORE

• 3 Education Centres including: Blackrock, Laois and Waterford Teachers’ Centre

CRAFTed CPD Summer courses

• 6 Education Centres including: Kilkenny, Sligo, Athlone, Carrick on Shannon,

West Cork and Laois

• 8 craftspeople delivering the course: Aidan Power, Anna Faye, Sheila Jordan,

Sabrina Meynes, Maeve Sookram and Mary Sharkey, Liz Flatman and

Julie Forrester

• 115 teachers participating

CRAFTed 2014 Craftspeople involved:

Jane Seymour

Kathleen Moroney

Jodi Coyne

Lisa Fahy

Victoria Foutz

Lynsey de Burca

David Gorman

Francis Kilcommins

Emma Bourke

Fiona Smith Darragh

Vivienne Martin

Liz Flatman

Melissa MacGillycuddy

Michael Ray

Anke Eckardt

Brenda McGinn

Dorinda McCormack

Karen McArdle

76

2. Changes and developments forCRAFTed 2014

In order to facilitate the addition of the CRAFTed CPD evening workshops as part of the newly formed PLUS programme, the Design & Crafts Council of Ireland initiated a number of changes and developments to the existing CORE programme.

2.1 CRAFTed:PLUS and CRAFTed: CORE

In keeping with good collaborative practice DCCoI invited all participating Education

Centres directors to a CRAFTed ‘Think-in’ to discuss changes / developments to the

programme. The main outcome of the ‘Think in’ was to build a more structured CPD

element into the CRAFTed programme with the aim of incouraging skills and ideas

gained by particpating teachers to be utilised beyond the projects and be dissmeninated

into the wider school community.

The addition to the CRAFTed Programme of a skills based CPD for teachers at Primary

level had been mooted by some participating directors since 2011 as there was a growing

demand from teachers for skills based CPD to support the Visual Arts Curriculum. Based

on ideas put forward at the ‘Think-in’, CRAFTed developed and designed a structure that

included a suite of four CPD workshops to run concurrently with the main programme.

CRAFTed therefore offered two methodologies / approaches for CRAFTed 2014:

CRAFTed: PLUS – including CPD workshops for teachers

CRAFTed: CORE – not including CPD workshops for teachers

Mary Murphy

Deirdre Rogers

Elena Brennan

Anna Vahey Casey

Grainne

MacLoughlin

Henri Hedou

Kim Sharkey

Mary Markey

Christien Van Bussel

Patricia Howard

Ann Duggan

Maeve Hunter

Mairead Holohan

Collette Langan

Lynn Naughton

Emma Bourke

Gabriella McGrath

Jane Groves

Aideen Lynch

Emer O’Sullivan

Shona Flood

Sheila Jordan

Marika Miklosi

Manning

Caroline Schofield

Tunde Toth

Annabel König

Carrie Lynam

Una Ni She

Nora Finnegan

John Murphy

Theresa Murphy

Kate Ramsay

Aidan Power

Julie Forrester

Lian Callaghan

Anne McDonnell

Adele Stanley

Laura McNamara

Orla Kaminska

Niki Collier

Maeve Sookram

Liadain Butler

Camelia Shanahan

Laura Cripps

CRAFTed 2014 Craftspeople involved (Continued):

98

2.2 Appointment of a CRAFTedAssistant Coordinator

To support the additional administrational needs of CRAFTed, and to enable the National

Coodinator to focus on the CPD development side of the programme, an Assistant

Coordinator was appointed in January 2014.

The appointment of an Assistant Coordinator resulted in a smooth set up and roll-out

of the CPD element to 12 Education Centres who signed up for CRAFTed: PLUS. The

Assistant Coordinator assisted the clear communication between all stakeholders and

participants were well briefed on elements from expectations of roles to feedback /

evaluation procedures. The appointment also enabled support for strategically related

projects / events / exhibitions that further promoted the ethos of CRAFTed in 2014 such

as the CRAFTed exhibition, Make/Shape: Collaborations in Clay in partnerhship with The

Ark, Children’s Cultural Centre, Sept / Oct 2014. This CRAFTed exhibition presented by

DCCoI showcased the practice of eight ceramic makers and their collaborative ways of

working with children on CRAFTed craft educational projects. The exhibition was officially

launched by Dr. Judith Schwartz professor of Art and Art Professions at New York

University. (See Appendix B)

To assist the national dissemination of information across Ireland, a team of regional

coordinators were in place to deliver regional information evenings and facilitate the

Collaborative Planning Days. The regional facilitators are practising craftspeople

who are members of the DCCoI Education Panel: Aidan Power, Anna Vahey, Carrie

Lynam, Deirdre Rogers, Lindsey de Burca, Liz Flatman, Liadain Butler, Lorraine Bowen,

Maeve Sookram.

2.3 CRAFTed: Training

Induction for Teacher Facilitators

One of the aims of the CRAFTed: PLUS CPD workshops was to develop a discussion

forum for participating teachers. Each of the 12 participating Education Centres engaged

a Teacher Facilitator to work with the craftsperson when delivering these workshops.

The aim was to facilitate discussion around imaginative and useful ideas that would help

teachers transfer learned skills back into a classroom setting.

A one day induction for CRAFTed: PLUS and Teacher Facilitator role induction was held

at The National Museum, Collins Barracks at the end of January 2014. The induction

content was designed and delivered collabatively by Paul Fields (Kilkenny Education

Centre) Catherine Martin (Carrick on Shannon Education Centre) Mary O’Donavan (West

Cork Education Centre) and Polly Minett (National Coordinator of CRAFTed).

The role of Teacher Facilitators

Participating Education Centres selected a Teacher Facilitator and agreed to fund their

activity throughout the project. It was preferable that the Teacher Facilitator would be

a teacher who had engaged in the CRAFTed programme previously or had a strong

interest in arts and craft education in schools.

The role of the Teacher Facilitator included:

• Facilitating the sharing of skills and ideas arising from involvement

in CRAFTed

• Ensuring linkage with the primary curriculum

• Feeding back outcomes in a learning forum to Education Centre Directors

and DCCoI

The overall time commitment for the Teacher Facilitator in 2014

• 1 day: induction training in January

• 1 evening: January for CRAFTed introduction

• 1 evening: collaborative planning

• 3 CPD evenings

• 1 evening: looking and responding

1110

All 12 participants reported that they felt that the induction was worthwhile, although

there was a lot of information to take in on one day. They really enjoyed networking

and being with ‘like minded teachers’ who shared their belief in the importance of

supporting arts education. They all were enthusiastic about their involvement on

CRAFTed: PLUS in 2014.

2.4 Training in delivery of CPD forthe Education Panel

In order to facilitate the delivery of quality craft-skills based CPD workshops for primary

level teachers, a one day workshop designed by visual artist and arts educator Marie

Brett, co-facilitated with Polly Minett was offered to members of the DCCoI’s Education

Panel. The content was based on looking at teachers needs and expectations of the

CRAFTed CPD workshops, and informing participants of the roll out proceedure of

CRAFTed PLUS.

These workshops were delivered twice at the beginning of February 2014. Once at

The National Museum Collins Barracks, and once at The Model Arts Centre Sligo.

Attendance was voluntary, however anyone who wanted an opportunity to deliver the

CPD was strongly advised to attend. This workshop was mandatory for all new members

who wanted to be considered for CRAFTed. Attendance numbers for Dublin was 50,

whilst 15 attended in Sligo.

Evaluation sheets completed by participants on this training workshop indicated that

they felt the training was extremely informative and beneficial, and had given them more

confidence to apply for work in this area. They also enjoyed the opportunity to network

amongst each other and discuss and share their education facilitation experiences.

2.5 CRAFTed Teachers’Information Evenings

In keeping with previous CRAFTed programmes, it was felt that it was important to retain

the CRAFTed teachers’ information evenings in order that prospective participants have

clarity as the aims and objectives of the programme, and the collaborative nature of the

working methodology.

The rolling out of CRAFTed ‘nationwide’ meant that the number of funded projects is

now shared between the 15 education centres, each centre offers between four and six

projects to schools. (Previously DCCoI funded up to 18 schools in one region.) Therefore

some teachers in rural areas may have travelled long distances to attend the information

evening when funding for project participation was limited. To balance this situation,

DCCoI held a skills based sharing CRAFTed CPD workshop for interested teachers and

incorporated the CRAFTed information into these evenings. The intentional benefit of this

was to increase access to a skills based hands-on workshop for all teachers irrespective

of obtaining project funding.

Evaluations from participants who attended these evenings were extremely positive,

however in some regions they were poorly attended. Methods for promoting and

advertising of the CRAFTed Information and Skills Evening by Education Centres needs

to be reviewed for CRAFTed 2015.

2.6 Changes to collaborativeplanning sessions

The majority of craftspeople participating in the CRAFTed programme have been

collaborating with teachers on projects over the last three years, and therefore

have attended numerous collaborative planning days. Feedback from CRAFTed

2013 emphasised that many craftspeople felt that the content of the collaborative

planning days was repetitive and more for the teachers benefit as they were new

to the programme. These craftspeople now have confidence in their ability to work

collaboratively with their teachers and have clear understanding of their role within

the context of the programme. Based on this feedback it was decided to reduce the

1312

collaborative planning session to an evening and to run these sessions from the local

education centres. More emphasis on the methodology of CRAFTed was to be included

in the Teacher Information and Skills evening.

The Collaborative Planning evenings were designed to take place over two hours,

faciltitated by a CRAFTed regional coordinator and for CRAFTed PLUS in collaboration

with the CRAFTed Teacher Facilitator. The focus of the first hour was the main aims and

objectives of the programme - the CRAFTed video (available at learncraftdesign.ie) was

used to highlight the importance of a good working relationship between teachers and

craftspeople. During the second hour teachers and craftspeople had time to discuss

possible ideas around theme and methods of working.

The feedback on the shorter planning sessions was fairly positive as participants

appreciated that the sessions were held locally and didn’t require them to give up a

Saturday. However, the lack of time to explore possible topic areas was also reported.

Some craftspeople felt that more emphasis needed to be placed on relationship

building exercises, as it had taken longer to develop feeling of trust and a good working

relationship with their teacher than it had on previous years.

2.7 Looking and Responding

Feedback from the Education Centre Directors involved in CRAFTed 2013 emphasised

the importance of a CRAFTed Looking and Responding event for participating teachers

and craftspeople to share creative process, ideas and skills from their projects.

Based on this it was agreed by all participating directors that for CRAFTed 2014

Education Centres would hold a Looking and Responding evening event towards the

conclusion of the projects. The benefits of these sharing sessions would be transferred

back to participating school communities, thus ensuring that the programme became

more sustainable. It was decided to audio record these sessions to evaluate their

effectiveness.

The response from both craftspeople and teachers attending the Looking and

Responding sessions were positive. Participants enjoyed the opportunity to share

their craft making process and presentations given were well received with good,

lively discussion. The general consensus was that the sessions were beneficial as

participants felt stimulated with new ideas / topics to incorporate into their delivery

of the Visual Arts Curriculum.

1514

3. CRAFTed: PLUS

Aims and Objectives of the CPD Workshops

• Provide primary school teachers with ideas and skills, which support the Visual Arts Curriculum and includes approaches for integrated learning in the classroom • Provide a positive hands-on making experience and activities for teachers • Provide an ongoing discussion forum for sharing ideas and skills taken from participants’ experience of the CRAFTed Programme • Focus on building sustainability and self-sufficiency around future practice and support teachers with delivering the curriculum • Use the experience and methodology of CRAFTed as a spring board for future practice within the classroom • Build capacity and increase access to skills that support arts and craft education

3.1 The format and delivery of theCRAFTed CPD evenings

The CRAFTed CPD evenings were designed to incorporate the following:

• Participants for the CRAFTed CPD evenings were to be targeted by Education Centre Directors and include four CRAFTed teachers and other interested teachers who would benefit • Participants would form a learning community • Skills, ideas and experiences would be shared among the participating teachers and other teachers taking part in this CPD forum with the aim of increasing further access to the teaching community so that skills have a wider reach • A maximum of 15 participants • 2 hours per evening • Facilitated collaboratively by the teacher facilitator and one of the selected craftspeople (each craftsperson would take one evening to deliver a specific skill related to the curriculum)

1716

The aim was that potential outcomes of the CPD could include:

• The teacher facilitator could feedback on the CPD sessions to Education Centre Directors and the National Coordinator using a supplied feedback template • Selection of useful feedback to be shared on the www. learncraftdesign.ie website for digital dissemination

3.2 Feedback process

In order to evaluate the addition of the CRAFTed CPD evenings, the CRAFTed team engaged in additional feedback procedures.

• The National Coordinator and the Assistant Coordinator attended some of the CPD evenings • Close communication and monitoring was maintained with all the Teacher Facilitators and Regional Coordinators • The CRAFTed Looking and Responding evenings were audio recorded to evaluate the impact of the CPD evenings on the projects and record how often skills were being transfered into the classroom • A Survey Monkey questionaire was sent to all particpating teachers to evalute the format, delivery and effacacy of the CPD evenings • The Teacher Facilitators were invited to attend a feedback session at The Ark Cultural Centre for Children to share their thoughts on the CPD evenings

3.3 Outcome of CRAFTed: PLUS

The overall feedback from stakeholders’ evaluations, Survey Monkey questionaires and the audio recorded feedback sessions, was in general that the CRAFTed: PLUS model had been successful.

Content

Content and delivery of the skills workshop was considered to be useful and relevant to the curriculum. There was evidence of skills (in particular the clay strand) being transferred to the classroom and the CRAFTed projects.

65% of teachers who completed the questionnaire felt that the workshop skills were really useful. Some participants felt that they would have prefered to build their skills around one strand of the Visual Arts Curriculum rather that do shorter tasting sessions. Others prefered the wider approach and wanted practical skills to support all the strands.

Disscusion Groups / Learning Forums

Feedback suggested that the structured approach of having a one hour workshop followed by a one hour discussion on how skills could be implemented in a classroom session was limiting and perhaps too short. Many of the teachers did not have time to try out the new skills in the interum period in their classrooms, between workshops. They felt the more formal discussion session was too long and took away from their ‘hands on’ time. Both participating teachers and the CRAFTed teacher facilitators considered that a two hour workshop with a more organic informal approach to curriculum discussion would be more useful in the future.

Time Frame

All feedback emphasised that the CPD evening needed to take place earlier in the year and would be more effective if they took place before the CRAFTed projects rolled out in schools, as it would upskill the teachers before they began to work with the craftsperson.

When asked about the timing of the CRAFTed CPD evenings as part of Survey Monkey questionnaire 60% of the teachers said that they would prefer evening CPD over the 35% who opted for summer courses. 65% said that they would prefer the CPD to take place before the CRAFTed projects started in the classrooms.

1918

Advertising and enrollment in the CPD

The interest and attendence for the CPD evenings for teachers was lower than expected. The majority of participants attended as they were taking part in a CRAFTed project. In some Education Centres, numbers were low to begin with but increased over the weeks as interest grew and particpants encouraged their colleagues to attend. Low attendance was attributed to three main factors:

• The time of year. Teachers are tired by the summer term, and the summer term is extremely busy as they finish off the academic year • Advertising CPD. Advertising and targeting teachers to take part in CPD needs to be linked in to Education Centres calanders and be sent out to schools earlier in the year / at the start of the year • Communication by email advertising programmes often don’t reach the teachers they are targeting as the email may not leave the Principal’s administration office. The system of disseminating the information to schools through Education Centres needs to be reviewed as it is key to the success of attendance by teachers at CPD events

Summary of CRAFTed: PLUS

• CRAFTed demonstrates that creative ideas and themes can be successfully integrated into the broader curriculum. As a result, learning becomes a far more enjoyable and fun experience. The subjects now have a definite focus on topics that are relevant to the student and the specific locality. Extending the project time frame, increasing the number of contact hours with the craftsperson in the classroom, could enhance the student’s experience. The potential to increase teacher’s confidence for using craft techniques in cross-curricular ways in the classroom was explored throughout the CPD sessions

• The pilot CPD component was well received in 2014, however it could take a different approach if continued. For example, the craftsperson could run a skills day or a couple of evenings for all teachers at the particular school teaching all the staff rather than one teacher involved in the project. CRAFTed projects could run earlier in the year, allowing enough time for workshops to be carried out before the programme, and teachers to have time to fully benefit from the training

2120

4. CRAFTed CPD SummerCourses for Primary Teachers

Creative Craft Skills to enhance the delivery of the Visual Arts Curriculum at Primary level

• There has been a growing demand for good quality CPD summer courses

that support the Visual Arts Curriculum at primary level. In response

to this demand, in 2013 the Design & Crafts Council of Ireland designed

a core skills based CPD summer course and worked collaboratively with

four selected craftspeople to implement the courses with four

participating Education Centres in Ireland. A call-out for an expression of

interest was made to DCCoI’s Education Panel to select the tutors.

Selection was based on the quality of ideas that candidates submitted

4.1 Objective of the course

• To provide teachers with skills and ideas that will enhance their delivery

of the Visual Arts Curriculum at Primary level and provide linkage to other

areas of the primary curriculum

• The CRAFTed CPD Summer Courses were designed by DCCoI and

inspected and passed by the Department of Education and Skills. They

were run in partnership with six Education Centres and the Department of

Education. The title of this course is Creative Craft Skills to enhance the

delivery of the Visual Arts Curriculum at Primary level

4.2 Training and Planning

• The selected craftspeople spent a day preparing and planning and

presented a selection of skills based teaching materials and digital

presentation resources that could be used to deliver the courses

• The success of the courses led to two more Education Centres requesting

to run the CPD summer course for July 2014. An additional four

craftspeople were selected from the original applicants

2322

4.3 Participants

CPD teacher training courses took place from 1st July to 5th July in the following

Education Centres:

Sligo

Carrick on Shannon

Kilkenny

Athlone

Laois

West Cork

Number of craftspeople involved:

9 craftspeople nationwide

Number of teachers involved:

Sligo: 16

Carrick on Shannon: 18

Kilkenny: 16

Athlone: 20

Laois: 18

West Cork: 25

Total number of teachers who participated in the Creative Skills Summer Course: 115

4.4 Feed back / Testimonials

The evaluations for the courses were extremely positive with 110 of the teachers

describing the courses as excellent in all categories evaluated.

98% felt the courses met expectations

98% felt they would recommend the course to colleagues

Testimonies from the evaluations

“Excellent Course. Tutor was v. Good”

“Thanks for a very interesting non-boring course”

“Very well informative course on creating art”

“Excellent experience of visual arts and ideas for my classroom, thank you Aidan”

“Exceeds expectations”

4.5 Plans for Publishinga teaching resource

CRAFTed considers strongly that the area of developing good quality arts and craft

based CPD for teachers is a growth area in which members of the DCCoI’s Education

Panel are well placed to deliver. DCCoI are in the process of developing opportunities

in this area in 2015 including publishing a teaching resource book for primary level

teachers in partnership with the participating Education Centres.

2524Photographer — Johnny Savage

2726

5. Analysis of Evaluation Surveys

5.1. Investment of Design & CraftsCouncil of Ireland SWOT analysis

1. Nurturing future makers of design and craft

2. Nurturing future buyers of Irish design and craft

3. Raising the profile of Irish design and craft and its

makers nationwide

4. Provided training and employment opportunities for

DCCoI Education Panel members

1. Certain geographical regions have few craftspeople

registered on the Education Panel meaning some

craftspeople from other regions have to travel long

distances to facilitate projects

2. The cap of €150 to be paid to craftspeople for

travel and the extra time taken for journeys means

that craftspeople are reluctant to travel long

distances to facilitate projects

1. Further develop and strengthen partnerships to

support the CPD element of CRAFTed

2. Develop opportunities to profile and partner the

CRAFTed model internationally

1. Lack of long-term partnership agreement with

the ATECI due to budget constraints. A five year

partnership plan would allow the CPD element

of the programme to develop

2928

5.2 Investment of participatingEducation Centres (ATECI)SWOT analysis

1. CRAFTed is a developed model of a programme

with proven success

2. Education Centres can utilise the skills of the

DCCoI Education panel, to deliver other

creative programmes

3. CRAFTed provides support for integrated

learning, numeracy and literacy skills and CPD

in the Visual Arts Curriculum – key requirements

for Education Centres

1. Financial constraints on education budgets

2. Communication and the key advertising / awareness

building methods to schools is crucial

1. CRAFTed and partnership with DCCoI offers

Education Centres further opportunities to develop

the CPD training programmes for teachers

1. Budget cuts

2. Any potential changes in the requirements from

the Department of Education and Skills

3130

5.3 Results of SurveyMonkey questionnaires

As part of CRAFTed 2014 evaluation process two Survey Monkey questionnaires were conducted with participants. (For results of surveys see Appendix C)

DCCoI Education Panel

The aim of the survey for the DCCoI Education Panel was to assess how involvements in

the CRAFTed programme has impacted on their practice within an educational context.

The overall response showed that participants felt that their confidence around working

in this area has increased. Their work on CRAFTed has enabled them to successfully

apply for more arts education based opportunities with other organisations in Ireland.

CRAFTed: PLUS Teachers

The aim of the survey for the teachers who participated in CRAFTed: PLUS was to assess

the efficacy of the 2014 model, workshop content and timeframe work. The overall

response was positive, with the main changes focusing on the timeframe of the CPD

workshops. Most participants would have preferred the CPD workshops to take place

before the projects began so they could have utilised the skills better.

6. Key Recommendations forCRAFTed 2015

• Projects to take place earlier in the school term with all dates planned

and advertised well in advance

• Improve dissemination of CRAFTed information to schools. Increase

information links to key websites for promotion

• Update the DCCoI Educational Panel with targeted call-outs in specific

regional areas. This will provide new members with opportunities and

reduce travel time for craftspeople

• Develop opportunities for teachers’ craft-based CPD within 3rd

Level institutions

• Develop opportunities to share CRAFTed model internationally, working

with international agencies who are interested in developing a CRAFTed

model. The National Coordinator Polly Minett was invited to present the

CRAFTed Programme at the Innocrafts Conferences in Burgas, Bulgaria in

April 2014 and in Florence, Italy October 2014. The presentations

generated interest and discussion of the important role of education and

training in the support of maintaining and developing a strong craft

industry. Several of the Innocrafts partners are interested in working

with DCCoI to seek further funding to support educational programmes

based on the CRAFTed model

• A potential for interested teachers and craftspeople to link in thematically

with the National Museum of Ireland (NMI) to explore, and use historic

events in the Decade of Centenaries as a theme for CRAFTed projects

www.decadeofcentenaries.com

• The opportunity for schools to make an application to DCCoI for an

extension bursary to expand and lengthen their project. This will be

a joint application by the teacher and craftsperson for more time to

develop their project

3332

Appendix AStrategic Developments from CRAFTed 2013 and 2014

1. Touring Photographic Exhibition

Aims and objectives

• 12 photographic images and 4 banners

• Showcase CRAFTed projects, raise profile of programme

• Selected 12 images based on a cross section of disciplines, representing

the curriculum strands, process and completed work

• Presented in gallery spaces in Waterford Library, Tallaght Library,

Collins Barracks, Dublin

• Tallaght exhibition was contextualised for the local community by

showcasing a local CRAFTed project

1.2. Learn Craft Design Website and Lesson Plans

Call out to CRAFTed 2012 projects for Lesson Plan

• Primary curriculum

• Based on CRAFTed projects

• Used by teachers in the classroom

• Used at CPD workshops

1.3. CRAFTed film

• Highlighting and showcasing the collaborative element in the classroom,

planning process, stakeholders, cross-curricular ethos of CRAFTed

• Profile raising for programme

• Tool for CRAFTed teacher information evenings

• Online promotional tool

• Featured in exhibitions to contextualise CRAFTed for public audience

• http://www.learncraftdesign.com/crafted/crafted-film

1.4 Shaping Our World through Making Exhibition

• CRAFTed National Museum Collins Barracks Dublin

• 2 week exhibition in Riding School

• Opened by then Minister for Children & Youth Affairs

Ms. Frances Fitzgerald

• 19 projects exhibited, one from each Education Centre involved

in CRAFTed

• Featured in national press, Irish Independent

• Workshops

15 schools workshop 2 per day

1 Public workshop (38 members of the public attended)

8 craftspeople

450 students

30 teachers

1.5 The Ark –International Academy of Ceramics (IAC)

MAKE/SHAPE: collaborations in clay exhibition

• Capsule exhibition – process engaged by ceramicists working

collaboratively with students on CRAFTed projects

• CRAFTed craftspeople showcasing their practice

• National broadcast coverage on RTE Junior Radio and national and

regional press coverage

• 1,557 exhibition visitor numbers

• Schools / public workshops

8 schools workshops, 2 per day

275 Students

16 teachers

6 public workshops

1557 members of the public

9 craftspeople employed

3534

Appendix B

Make/Shape: Collaborations in Clay Report from The Ark

EXHIBITION DETAILS:

Duration: 9th Sept – 18th Oct 2014

Opening days: Tues 9th – Fri 12th Sept and every Saturday, plus Sunday 21st Sept

Open: 10.00am – 5.00pm (12.00 -5.00pm on Sunday)

Total attendance: 1557

PUBLIC WORKSHOP PROGRAMME:

Imagined Places

Clay workshop with ceramic artist, Adele Stanley

on Saturday 20th Sept @ 10.30, 12.00, 14.30

Max capacity: 20 Children per session

Total attendance: 55 children plus adults

Touch and Tactility

Clay workshop with ceramic artist, Maeve Sookram

on Saturday 11th Oct 10.30 & 12.30

Max capacity: 20 Children per session

Total attendance: 34 children plus adults

SCHOOLS WORKSHOP PROGRAMME:

Making Shapes

Ceramic Workshop for schools with Christien van Bussel from

Tues 14th – Fri 17th Oct: 2 sessions per day @ 10.15 & 12.15 for 1st – 6th Class

Total attendance: All 8 sessions booked – 195 children

FEEDBACK for Making Shapes Schools Workshops

“Staff were very helpful. We got lots of tips about clay”

“Great info on kilns and moulds”

“Inspiring, Imaginative”

“Excellent, educational, inspirational, great fun, creative, nourishing of

undiscovered talents”

“Awesome, interesting, fun, creative, arty”

Appendix C

Results from Survey Monkey Questionnaires

Data from the CRAFTed: PLUS Education Panel Craftspeople Questionnaire

The Design & Crafts Council’s

Education Panel Members CRAFTed Survey

3736

21

19

27

38

Increased confi dence facilitating arts education

engagements both formally and informally

Increased your opportunities in art education

based practice

Had a direct impact in developing your own arts practice

Please give examples

Q1. Has being involved in the CRAFTed Programme benefi ted

you in any of the following?

Answered: 45

Skipped: 1

Sample Comments

1. I am more confi dent in doing my own workshops and in applying for

other workshops. For example I am running an animation workshop in 15

schools for the Department of the Environment and I would not have felt

able to do this if it was not for doing the CRAFTed projects

2. The programme has greatly infl uenced my professional practice, as it’s

a constant learning curve. I have become more aware of what the needs

of the teacher and of the children are and I have more confi dence in

delivering arts engagements in general now

3. Every time I have worked with a school in the CRAFTed programme, I

have been challenged to think outside of the box and stretch my skills.

This has proven to be great for my own practice as I am no longer worried

about making mistakes

4. Being involved in the CRAFTed program has raised my profi le among lace

makers and artists/craftspeople who are very impressed by how a very

detailed craft can be simplifi ed and made more child friendly and relevant

to today’s world of design and craft

5. Since being involved in CRAFTed I have been in local schools both

Primary and Secondary level. At Primary level - extended schools projects

(construction club and STEM) At secondary level - S.T.E.M. projects and

master classes. Adult learning - Jewellery workshops. I completed a

FETAC train the trainer course level 6

6. CRAFTed provided opportunity to do well-defi ned projects with teacher in

school settings. This helps build up a solid record of valuable work. I can

promote myself better in schools knowing more of the curriculum and

what I can contribute to that

7. The work I do in CRAFTed always feeds back into my own work

and vice versa

3938

31

Child Protection Training

DCCoI Education Panel training on models of Creative

Engagement and Collaborative Practice

Training around the delivery of arts based CPD

for teachers

27 27

Q2. Please indicate the elements of CRAFTed training that

have been benefi cial to you?

Answered: 43

Skipped: 3

Sample Comments

1. It has made me more aware of all my interactions with children

2. This particular area was something I really lacked experience in and it

gave me more confi dence to work in this area

3. Preparing and delivering the CPD was really a great exercise in

communicating the fundamentals of my craft to teachers and it was

challenging but the delivery work I did stood me in good stead with the

school I went to and with other groups which I have been invited to speak

to about my work i.e. The local ICA Guild

4. All are useful but I fi nd getting together with other crafters for

collaboration planning is great for new ideas and sharing our experiences

5. The Child Protection Training gave me more confi dence working with

children as the CRAFTed project was my fi rst time working in schools, and

it covered any questions that I was concerned about

6. All of the training I have received through the CRAFTed programme has

been benefi cial and has lead to further work

7. All the above add to the overall experience and CV. Bi annual

retraining would perhaps be a good thing to keep on top of or perhaps an

open day of presentations too learn from other practitioners

4140

13

0

3

2

DCCoI Train the Trainer

A one year H.Dip in teaching

MA in and Arts / Design based area

PhD in an Arts / Design based area

Q3. Has being involved in CRAFTed encouraged you to seek out

further training in Arts Education in any of the following areas?

Answered: 18

Skipped: 28

Sample Comments

1. Being involved in CRAFTed has encouraged me to broaden my view of

lacemaking. I have begun to explore other means of expression through

lace. This has resulted in involving textile students in the art colleges in

our ‘Fashion-Able’ competition for our Kenmare Lace Festival

2. I am very interested in seeking out further training in this fi eld and I would

hope to begin a follow-on course next September

3. Craft based workshops to keep improving my own skill base

4. I am interested in taking the Train the Trainer course further to FETAC

7 level when it becomes available. I’m also planning to start studying for

MA in Arts Management next year

5. I am currently doing a degree in Animation. This has allowed me to use

my background in craft for the CRAFTed programme to enable children to

create work in mixed media and then see their creations come to life

on screen

6. I would like to do a H.Dip. in teaching

7. I already have training in working with children with special needs and am

also qualifi ed to teach adults in the area of my primary degree in Textiles

4342

11

5

17

16

9

Similar work in other schools

Further arts based work in your CRAFTed school

Similar work for Education Centres

Similar work for Arts Offi ces

Work with Museums and/or galleries, Community Arts organisations /

The Ark Children’s Culture Centre, The Butler Gallery etc.

Q4. Have you gained employment both part-time and / or

full time potentially resulting from your experience on the

CRAFTed programme?

Answered: 32

Skipped: 14

Sample Comments

1. I haven’t gained employment in any of these areas, but I have made

connections that may prove fruitful in the future. I have seen an increase

in my own private teaching practice though, and having the endorsement

of the Design & Crafts Council and being involved in CRAFTed has

played a role

2. Ardfert, Co. Kerry - Artist in Schools Programme, Arts and Craft CPD

Tralee Education Centre (summer 2015), Oaklands Second Level

Community College - Art and Resource

3. The National Craft Gallery, Guild of Irish Lacemakers and an upcoming

workshop to be held at The National Tailoring Academy

4. The programme led me to deliver a couple of lectures with the ICA

5. The Ark, Collins Barracks, The Hunt, National Craft Gallery, Waterford

Library Services, Kilkenny Arts Week

6. I have given private workshops since starting on the CRAFTed panel. My

ability and confi dence in presenting these workshops has been vastly

improved as a result of my experience on the CRAFTed panel

7. An Gailearaí Gweedore ran the animation from Donegal school CRAFTed

project in 2013. I am currently working for the local hospital producing

crafts with the longterm patients with dementia with the North West

Autism group running classes for the children and separate classes for

the parents. Last year I ran classes for the Irish wheel chair association

in this area. I have also ran one off workshops for other local toddler

groups and put a proposal together for the Laurete na nOg Eoin Colfer

to come to this area for his ‘Once Upon A Place’ project which has

been accepted

8. I will be working with the AMMA centre Armagh (Armagh Multi Media and

Arts centre)

9. Have had work with the National Craft Gallery, DLR, Education Centres

10. Douchas centre Mountjoy Prison, Western Care Western Region

11. Baboró Children’s Festival, Monageisha College Galway, The Ark,

National Museum, Arts Offi ces, Butler Gallery, Kilkenny Arts Offi ce,

Derry City of Culture

4544

9

10

911

DCCoI’s Train the Trainer

Introduction to Delivering CPD for teachers (Marie Brett)

Introduction to methods of Public Engagement (Marie Brett)

Child Protection Training

Q5. Which of the following DCCoI’s Education Panel training

workshops do you feel has potentially contributed towards

improving employment opportunities for you?

Answered: 39

Skipped: 7

Sample Comments

1. I found this the most relevant and useful training for pursuing

further employment

2. As the Child Protection Training is a nationally recognized programme,

having it is defi nitely a great credential in my portfolio

3. It has been useful knowledge for other workshops I do

4. Marie Brett`s presentations and workshops were benefi cial and inspiring

5. I have not done train the trainer I have though benefi ted from learning

with Marie Brett and completing the child protection training

6. All of the above have been benefi cial

4746

6

20

4

14

Encouraged me to seek out further training

Developed new techniques/methods of working

Experimented with other materials

Re-evaluated my process

Q6. In what way has being part of CRAFTed

infl uenced your own arts practice?

Answered: 44

Skipped: 2

Sample Comments

1. CRAFTed was my fi rst experience working in large group so it helped

me fi ne tune that process. It was also really interesting to see how other

makers worked with other groups

2. It has made me experiment with new materials and ways of working -

as each new project brings with it new challenges and opportunities,

and there is always lots of experimentation and research involved that

benefi ts and infl uences my own practice

3. I have been less afraid to make mistakes in my own practice after saying

the same to the students I have worked with

4. Adapting different techniques to suit the given age group

5. Development of new methods/techniques

6. Experimented with other materials

7. Work more with the Arts Curriculum

8. Given me the confi dence and experience to seek other related work

9. Learning a more time effective delivery for workshops

4948

Q7. How has having your profi le on the Learn Craft Design

Website infl uenced your arts education based opportunities?

Answered: 31

Skipped: 15

9

22

Promoted my practice to a wider audience

Allowed me to showcase my work

Q8. Finally, from your experience on CRAFTed, would you be able to

make a brief statement on how you think the children participating in

the programme benefi t from your input on CRAFTed? Is there

anything we could do to make the experience even better for them?

1. It gives them confi dence to try new things and realize that they can

achieve so much

2. We are a special visitor to the children and it gives the children that may

not be academic a chance at something different. They get to experiment

with materials that they may not have used before. They get to see the

processes involved in our practice

3. I think the biggest benefi t for the participating children is that we have

no pre-conceived ideas of how they will work within the project and gives

each child a chance to shine and to feel creative and have the

opportunity to work with a practicing artist

4. They get an insight into a practitioner’s work and potentially experience

crafts that they would not have access to otherwise

5. It is vital that children have enjoyable and creative learning experiences

in school that they will remember and benefi t from. By being involved in

CRAFTed, children are given the opportunity to not only learn new

craft skills but to have a holistic learning experience that covers many

other valuable curricular strands and units

6. The children that I have worked with have now gained an insight into

textiles and learned new techniques, which they may not have had the

opportunity to do otherwise

7. The shared activities seemed stimulating for the class. You can see

students who have a natural interest and ability

5150

8. The children benefit from the programme in a variety of ways: their

confidence in making is increased, they become as equally interested

in the process as well as the finished product, they are willing to

experiment and take chances, and their making skills improve. In some

cases, children that are excelling academically find their way back

into learning through the CRAFTed programme, as they start to engage

with the core curriculum in a creative way

9. I feel that I allowed students to experience an alternative approach to

learning about the curriculum. CRAFTed demonstrates that literally any

idea can be successfully integrated into the broader curriculum. As a

result learning becomes a far more enjoyable and fun experience. The

subjects now have a definite focus on topics that are relevant to the

student and the specific locality

10. To say we are exotic to them is not an overstatement, and as such we as

artists and craftswomen have a unique opportunity to show them the rich

possibilities of a hand made life

11. Children loved having an artist or craftsperson in school. They explored

and completed a project, which they would not have normally had the

chance to do

12. Children participating in the program have learned to appreciate a very

old Irish craft and have seen how it can change and develop to

incorporate new methods and techniques. They have seen how it can

come alive for them in the 21st century

13. CRAFTed is a brilliant way to introduce children to art, design and craft.

The collaboration between teacher and crafts person is paramount in this

project as both teacher and crafts people have a different job to do

14. To practice hand skills, creative problem solving, collaborative work,

dialogue and mutual appreciation of work, sense of achievement, to

own the creation of a visible product, self-advocacy, “quiet time”, focused

activity, reflection, trusting a process, openness to experimentation/risk

taking/allowing for failure, development of ideas

15. The children are given the opportunity to work directly with a practicing

craftsperson. They receive an insight into how a piece of craft/art is

produced and so gain an appreciation and understanding of the creative

process involved

16. The children I worked with enjoyed learning, discovering new ways and

methods of expressing their creativity

17. The students gain confidence in expressing their creative instincts and

abilities. They begin to see that working within a field of craft could be a

potential path for them for a future career

18. I think the programme would benefit from more contact hours and visits to

galleries, exhibitions and or operating craft studios

19. I think they see a role model in the craftsperson, somebody different, a

creator - a free flowing mind and that gives them opportunity to see that

there are other ways of living life

20. They benefit from the deep engagement I have with my medium. I open

windows connecting it with the wider environment and with future design

and craft career options

21. I think it would be beneficial if the children were encouraged to show new

skills to the rest of the school, and talk about the process

22. The participating children experienced a new way of approaching a visual

arts project and how their academic knowledge such as mathematics and

science can be applied in the visual arts

5352

Data from the CRAFTed: PLUSTeachers Questionnaire

Q1. In what way has being part of CRAFTed

infl uenced your own arts practice?

All questions answered by 35 teachers

Responses

1. My principal heard about it at a conference

2. Internet

3. A teacher friend who had taken part in a Local Education Centre initiative

4. I saw the advert on education website

4

12

8 13

Other

I was directly targeted by

my local Education Centre

I attended the

CRAFTed information

evening for schools

My school is taking part in

the CRAFTed programme

Q2. Are you or your school taking part in the

CRAFTed programme 2014?

Responses

If no, would you like to take part in future CRAFTed programmes?

Yes (8 responses)

8

1

323

If no, would you like

to take part in future

CRAFTed programmes?

No

Yes, another teacher

in our school

Yes, my class

5554

Q3. How many of the CRAFTed CPD evenings

were you able to attend?

Responses

1. Two as we were informed of a Whole School Evaluation – Management,

Leadership and Learning inspection

2. I attended all CPD workshops but there were only 3

2

7

9 17

Other (please specify)

Only one workshop

3 of the workshops

All 4 workshops

Q4. The CRAFTed CPD evening workshops were designed to take

place during term time to create a learning community of teachers

and crafts people. How useful did you fi nd the discussions on

adapting ideas to the classroom?

Responses

1. Very useful ideas

2. A great opportunity for sharing and learning from each other

3. We had no time to experiment with the ideas in our classrooms as the

artists were working with the class at the time of workshops. Perhaps

workshops held in term 1 would give teachers the chance to experiment

4

2

722

Please comment on

your choice

Not very useful, I would

have rather had a 2 hour

hands on workshop

Quite useful

Very useful I got lots

of ideas

5756

12

7

11

22

Please comment

Print

Clay

Fabric and fi bre

Q5. Have you used any of the ideas or skills from the

workshops in your classroom?

Responses

1. I will be using most if not all of the skills learned through crafted in the

coming school year

2. As the workshops took place very close to the end of the school year, I

did not have the class time to try out the great ideas. I aim to use them in

my art lessons from September

3. No, as I had no time left

4. Very user-friendly ideas, well worth attending

5. Hope to use them next year as there hasn’t really been time to implement

them this year with completing the CRAFTed project

6. No, as they were held in third term - too late in the year to use them along

with ten hours of art which was happening due to crafted programme

7. Did not have the time yet but hope to use them next year

8. I did the hand knitting course taught it to my pupils the next art lesson and

its now a major craze

9. Aidan, the craftsperson was my assigned craftsperson so I had learned

the skills required from him before we taught the class. It was very useful

as I could be of help to Aidan

10. Not yet but will in future

5958

Q6. Which type of CPD course would you fi nd more useful for

supporting your teaching of the Visual Arts Curriculum?

2 0

21

12

Other (please specify)

A series of Saturday afternoons

A series of evening courses

A week long summer course

Q7. Do you think a CRAFTed CPD course would be more

useful if was held in a different format?

Responses

1. For the week during the summer would be preferable as it could be used

for Extra Personal Vacation days - otherwise in January. Under rule 58 of

the Rules for National Schools, teachers are entitled to Extra Personal

Vacation (EPV) on foot of attending approved summer courses

2. Defi nitely the earlier in the academic year the better as it gives us more

time to implement the ideas and structure the yearly plans around what

we would learn

5

2

523

Other (please specify)

For a week during

the summer holidays

For 4 evenings during

the CRAFTed projects in

March, April and May

For 4 evenings before

the CRAFTed projects

in January and February

For more information on CRAFTed visit www.learncraftdesign.com/crafted