ArtSmart: developing and accrediting young people’s creativity
Supported by
Introduction UK Youth UK Youth is a national charity developing and promoting innovative non-formal educational programmes and opportunities for and with young people, in order to develop their full potential. UK Youth is the largest non-uniform young people’s organisation, supporting a network of over 7000 youth groups, clubs and projects across England, Wales, Scotland and Northern Ireland, with over 750,000 young people engaged through these networks. UK Youth’s work is focused on the personal and social development of young people in the UK whose potential may be realised and supported through non-formal education routes. UK Youth promotes young people’s engagement, participation, peer support and peer leadership, to encourage young people to support each other, to develop their voices and to build confidence, skills and knowledge that will benefit them in life and in employment. UK Youth works to support and enable young people to become actively involved citizens through taking responsibility for their own learning and the learning of others. For information about UK Youth’s programmes, publications, training and young people’s activities and residential centre visit www.ukyouth.org.
The Arts Toolkit The Arts Toolkit is a UK Youth initiative funded by the Gulbenkian Foundation. The toolkit is a resource for professionals working with young people aged 11 plus in non-formal settings, and provides ideas for projects which incorporate the arts into youth work delivery. The Arts Toolkit is designed to work within the framework of the Youth Challenges and Youth Achievement Awards, and provides a comprehensive range of activities and supporting materials which can be used within non-formal education and youth work settings.
Get more from using the arts with Youth Challenges and Youth Achievement Awards By delivering your arts activity or projects in conjunction with the Youth Challenges and Youth Achievement Awards, it will support the structure of your project delivery and sessions. The Challenges and Targets will help both workers and young people break down arts activity into manageable chunks, making it easier to deliver and less daunting for participants. Through the Youth Achievement Awards framework young people are encouraged to take on a relevant level of responsibility in their arts activity. The Youth Achievement Awards provide a flexible approach through the different levels, so each young person can tailor-make their own Award. Using the Youth Achievement Awards framework also encourages young people to create action plans, review their learning and take responsibility for their own progression. The arts also provide a great platform to address personal development topics and link in with the Youth Work Curriculum. This means that Challenges and Targets can be collaborative or individual, focus on personal or team skills and explore relevant themes or topics.
What kind of arts activity could young people undertake for Youth Challenges and the Youth Achievement Awards? Sections 4 and 5 of this toolkit give more specific ideas for activities, workshops and projects, but here is a general overview of the type of activity which can be linked in with the Youth Challenges and Youth Achievement Awards: Bronze: Taking part in arts activities Using the arts to explore areas of the Youth Work Curriculum Learning new skills relating to the arts Silver: Helping by supporting peers Helping organise arts activities Helping with teaching other arts skills
Gold: Organising sessions Researching art forms and giving presentations Leading workshops Organising visiting speakers Planning events Organising campaigns Facilitating discussions Platinum: Delivering workshops to other young people Training other young people to be peer mentors Mentoring other young people Leading activities
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Offer a chance to have some fun – Being creative and expressing yourself is exciting
Develop transferable skills – Timekeeping, team work, improved communication skills and confidence
Include all young people – The arts can accommodate all cultural needs and abilities
Explore issues – Use the arts to explore issues such as health, emotional well-being etc
Provide future routes into education, employment or training – The creative industries are the fastest growing employment sector Give a framework for accreditation – The Youth Challenges and Youth Achievement Awards for example (see Section 6)
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Not just arts for arts sake – the role of the arts in issue-based work with young people Using the arts to support issue-based work with young people is not a new idea. There is a long history of youth workers using the arts to deliver issue-based work with young people. In the publication ‘Taking It Seriously – Youth Arts in the Real World’ (Richard Ings, 2002) the impact of the arts on young people’s personal and social development is outlined in this way:
“Among the benefits for young people are:
Examples of Youth Arts Projects “Young people from the Gascoigne Goresbrook and Dagenham Village estates in Barking & Dagenham have been working over the summer to create their own music video exploring attitudes towards drugs to be launched at a film premiere next month.”
Increased motivation Enhanced self-esteem and confidence Involvement in worthwhile and creative activity Diversion from negative or criminal activity Development of positive group dynamics, including negotiation and joint decision making Improvement of social skills, citizenship skills and emotional literacy
“Young women in Salisbury have worked with their local youth service and Artswork to develop ‘Communicate’ a drama project exploring domestic abuse.”
Stronger self-discipline and greater ability to take responsibility for their own actions Courage to speak out/express themselves Willingness to take an active role in their community” Youth workers recognise the role that the arts can play in supporting young people’s development: “Youth work starts where young people are – with their own view of their lives, the world and their interests. But it does not end there – youth work is about encouraging young people to think critically about their lives and values, about offering new experiences and challenges, about increasing young people’s abilities and aspirations” “The NYA Guide to Youth Work in England” National Youth Agency www.nya.org.uk For many years professionals working with young people across the UK have seen the possibilities of the arts, and have been using them to provide a rounded programme of activities for young people.
“Oxford Youth Arts Partnership developed the ‘Pimp My Bike’ project where young people worked with a graphic artist and bike mechanic to transform their bikes into unique works of art.”
“The Youth Inclusion Project in Salford has been working on a ‘Hoodies are Goodies’ project which involved a group of young people using photography to challenge their stereotype.”
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what are the
benefits to
young people undertaking arts activities
Raises aspirations Gives the opportunity for creative self expression Encourages group/team work Creates motivation Is fun Accessibility – everyone can do it Can break down territorial barriers Develops transferable skills Get away from problems Encourages independence of thought Time and attention from adults Reflects emotions and develops identity through being expressive Safe experimentation: creative risks in a safe environment Creates a sense of belonging Improves values Accreditation and recognition Allows young people to become young arts leaders Collaboration Peer Support Effort is recognised, often through an end product or result Brings young people together Builds confidence in ideas and ability Making new friends Pride and self-worth Develops strength, talent and interest
How the arts feature in government strategy It is useful to understand how the arts can link in with current legislation and government initiatives. This will inform the sessions and projects that you undertake, and may also support any funding bids you submit to deliver arts-based work with young people.
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The arts and Every Child Matters The main framework in England affecting all work with young people is that created by ‘Every Child Matters’ (ECM). This is broken down into five key outcomes: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being The five outcomes are universal ambitions for every child and young person, whatever their background or circumstances. The five outcomes can be built into all arts projects with young people. Be healthy Promote good mental health Stay safe Enable young people to understand safeguarding and child protection
Improve communication skills Allow young people to explore their own identity and express themselves
Enjoy and achieve Young people enjoy them Teach a range of creative skills
Improve young people’s understanding of specific issues
Young people can achieve accreditation through arts activity
how does youth arts meet the
Every Child Matters outcomes
Make a positive contribution
Achieve economic well-being
Allow young people to understand the needs of other people
Teach a range of transferable skills (timekeeping/team work)
Allow young people to discover more about their culture and other cultures
Provide routes into rewarding employment in the cultural sector and creative industries
Offer young people a chance to play a positive part in their community through volunteering
Offer a framework for ongoing learning and personal development.
Offer the chance to become a peer motivator Provide routes into leadership
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Skills, resources and good practice required to deliver the arts to young people An arts-based project can come to you in different ways: you might be the one who has the initial idea and ends up delivering it; alternatively you may get the idea passed to you by a manager and be asked to breathe life into it; or it may be the result of a partnership of organisations. No matter how it comes to you, in order to deliver it successfully there are some important things you will need: a robust understanding of all aspects of safeguarding; to manage the budget for the arts activity; to monitor and evaluate the arts activity; to assess whether you can deliver the arts activity or whether you will need to commission a suitable artist. In addition, if you do commission an artist, you will need: to know how to contract and support a freelance worker; to fully understand how to adhere to child protection procedures when recruiting and employing an artist. There are arts activities that youth workers are able to deliver and other activities where an artist may need to be commissioned to deliver the work. This will depend on the art form and the level of skill, knowledge and technique required. This toolkit will explore delivering the arts through both methods, and what is needed to do so successfully.
Evaluation It is really important to undertake a thorough evaluation of all the arts activities you deliver with young people. Not only will the evaluation inform you of success and areas of the project delivery that need revision, but you can also measure the learning and skills development of young people. More specifically, you can measure how a young person has developed artistically, personally and socially. For a template Evaluation Form, see page 176.
Resources Different projects will need different resources, and whilst there is generally a tight budget to adhere to whilst delivering arts activity, it is important to ensure that you have the suitable resources in place to successfully deliver the work. It is good practice to have a box of general resources that you have at all your sessions. These resources might include: plain paper flipchart paper old magazines (for collages) blu tack glue scissors coloured pens/pencils/markers sticky notes For all arts activity, you will need a suitable venue. This is most likely to be the premises you generally use for your youth work, but on occasion the art form may dictate the need for an alternative venue. For dance and drama projects you may need a semi-sprung floor and changing rooms. For other projects, you may need venues which provide darkrooms, computers, digital media suites etc. You may choose to hire a venue for a celebration of your arts activity, such as the local cinema/theatre to showcase films made by the young people. When considering a specialist venue, you should consider: The accessibility of the venue and access to transport links; All venues should have a telephone and a first aid box (and a member of staff trained in first aid) – this should be identified in your risk assessment (see page 174); All staff must be made aware of the evacuation procedures and notify the young people of them - this should also be identified in your risk assessment (see page 174); Refreshments need to be provided at regular intervals. Can the venue provide refreshments, or will you need to bring these in with you? The need for other portable resources will be dictated by the project and may include cameras, film equipment, laptops, costumes, musical instruments and paints.
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Risk Assessment For all arts activity you are undertaking, you will need to complete thorough risk assessments, to ensure that the activity and the venue are safe and any potential risks have been clearly identified and addressed. You will need to undertake a full risk assessment on all premises used to check general suitability for work with young people. In your risk assessment you will need to include a specific risk assessment based on the actual creative activity (i.e. does the venue provide ventilation for graffiti workshops or any other work using solvents?) You will need to do risk assessments on equipment i.e. toxic materials; PAT tested electrical equipment; craft knives etc. Where you are have an artist coming in to deliver the activity, you will need them to undertake a risk assessment in advance of the session they are going to deliver and the materials they will use. Where you or a colleague are delivering the activity, you will need to complete 2 separate risk assessments, one for the session content and one for the venue. For template Risk Assessment Forms, see page 174. When you are using any substances that are hazardous to health, it is important to adhere strictly to the Government’s Health and Safety guidelines. The Control of Substances Hazardous to Health (COSHH) is the law that relates to this. COSHH covers chemicals, products containing chemicals, fumes, dusts, vapours, mists and gases, and biological agents (germs). If the packaging has a hazard symbol then it is classed as a hazardous substance. Art forms such as visual art, graffiti art, painting and photography may involve using materials that are covered by COSHH and it is important that you adhere to the laws around this. For more information about COSHH visit www.hse.gov.uk/coshh/
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Sample Challenges and Targets This section contains suggested Youth Challenge activities and Youth Achievement Award challenges with possible targets in the following art forms: Craft Creative Writing Dance Drama Fashion Film Journalism Music Poetry Photography Visual Arts
Bronze YAA Challenge/Youth Challenge Activity: Craft Take part in activities to develop skills in craft Possible targets: Take part in the What is Craft? Activity (p.60) Help design a leaflet to show all the different art forms within craft Take part in the Design a T-shirt Workshop (p.62) Attend a craft fair and complete an Arts Review Sheet (p.165) Take part in the Ceramic Painting Workshop (p.63)
Take part in the Glass Painting Workshop (p.64) Create your own piece of art in the Junk Sculpture Workshop (p.65) Learn about another area of craft that you are interested in
Silver YAA Challenge/Youth Challenge Extra Activity: Craft Help organise and run activities for young people to develop skills in craft Possible targets: Help to collate the raw materials and facilitate the Junk Sculpture Workshop (p.65) Help to compile a folder of different types of craft workshops which could be run with young people
Help organise a workshop in an area of craft you are interested in Help organise a trip to a Craft Fair Work with other young people to create an information sheet about all the different types of craft
Gold YAA Challenge: Craft Lead activities for young people to develop skills in craft Possible targets: Facilitate the Ceramic Painting Activity (p.63) Write a feature for the website around craft activities Organise a jewellery making workshop with a local artist for the young people at your youth centre Research the materials that are needed for various craft activities, and put together an information booklet around this
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Organise a fashion show showcasing all the T-shirts created in the Design a T-shirt Workshop (p.62) Plan an exhibition of the ceramic work created in the Ceramic Painting Workshop (p.63)
Creative Writing Creative writing covers many different types of writing including fiction, poetry, prose and non-fiction (N.B. this toolkit contains its own stand-alone poetry section, see page p.131. Creative writing sessions can lead to the creation of short stories, scripts, plays and novels. The art form allows participants to really think about words and the way they are writing things. Sessions might focus on the nature of descriptive words and how a writer can really communicate with the reader. It’s a fantastic opportunity for young people to explore the world around them and decide what their ideas are in relation to this, and if they choose, they don’t have to share their thoughts and ideas with anyone else. Benefits of creative writing: Encourages creative and flexible thinking Participants can develop and add to their ideas Participants can address their thoughts and feelings Promotes expressive art Helps to develop ability to communicate and articulate
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Sample Activity Sessions and Project Ideas This section of the Toolkit contains activities and arts workshops you can run with young people, linking into the Youth Challenges and Youth Achievement Award Challenges and Targets in Section 4. There are activities for each of the featured art forms in Section 4, as well as the key themes. You will also find ideas for using more than one art form at a time, as well as suggested longer term project ideas.
Craft
p.60
Creative Writing
p.66
Dance
p.77
Drama
p.85
Fashion
p.95
Film
p.103
Journalism
p.115
Music
p.121
Photography
p.127
Poetry
p.131
Visual Art
p.138
Personal Experiences
p.145
Diversity and Inclusion
p.146
Emotions and Feelings
p.147
Heroes and Heroines
p.148
Where I Live
p.149
What is Craft? Aim: To introduce participants to the art form of craft.
Materials: Flipchart paper Marker pens Internet (optional, for further research) Craft Prompt Sheet (p.167) (Facilitator’s Resource) Copies of the What is Craft? Worksheet (p.61) Copies of the Activity Review Sheet (p.164)
Maximum Number of Young People:
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Time needed: 60 minutes
Method: Divide participants into groups of 3 or 4. Ask participants to think of all the different art forms they can list that could come under the heading of ‘Craft.’ Offer a few examples if needed, to get them started. Give each group paper and pens to note down their ideas. When they have exhausted their ideas, encourage them to undertake a search on the internet to see if they can find any more examples of craft. They should then each complete the What is Craft? Ideas Sheet. Each group should then feed back their ideas into the larger group, so the information is shared. Use the Craft Prompt Sheet to ensure the participants have covered all the areas of craft.
Portfolio Evidence: What is Craft? Worksheet Internet searches the participant has undertaken Photos of the participant undertaking this activity Activity Review Sheet
Taking this activity further: Young people could design an information leaflet, outlining all the different areas of craft for other young people to use. The groups may choose to explore one area of craft they have learned about and take it further, developing it into a workshop or project idea
Transferable Skills: Through this activity, participants will develop their teambuilding, research and communication skills.
Linking to the Youth Work Curriculum: This activity fits in with the Creativity and Challenge area of Youth Work, through Craft and Design.
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What is Craft? – Ideas Sheet Name:
Date:
Initial ideas:
New ideas found on the Internet:
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Websites visited:
Design a T-shirt Aim: To allow participants to address a topic or issue in a creative way through logo design, and learn the techniques of T-shirt design.
Materials: Plain paper Pens/pencils Stiff card Marker pens Plain white T-shirts Fabric pens Sticky Tape
Participants should trace their template using fabric pens. Once the outlined design is on the front of the T-shirt, the template and sticky tape should be removed from the inside of the T-shirt. Participants should complete their designs with fabric pens, filling in colours and patterns etc. The T-shirt should remain taut throughout the design process. You can use clothes pegs to hold the T-shirt taut onto some stiff card. Sometimes designs need to be sealed in with heat so you may need to iron the T-shirts. Make sure that you follow any instructions given with the pens that you are using.
Portfolio Evidence:
Clothes pegs (to hold the T-shirt taut whilst designing)
Initial design ideas, templates
Copies of the Activity Review Sheet (p.164)
Photos of finished T-shirt
Photos of the participant undertaking this activity Completed Activity Review Sheet
Maximum Number of Young People: Up to 8 young people per session, to ensure they have the support and materials that they need to undertake this activity.
Time needed: 90 minutes
Method: Ask participants to create a logo around an issue or theme you are currently working on. Explain that they will design their logo, draw it on paper and then decorate a T-shirt using the logo design. Once they have completed their designs on paper, they then need to transfer the design onto stiff card. They may also need to enlarge their design at this point so it will be large enough on the T-shirt. On the stiff card, they will need to draw the outline of their design in thick black permanent marker pen, but they do not need to fill the colours or do any intricate design work on the stiff card template. Once the template is complete, they will then need to stick this inside the T-shirt using sticky tape. The T-shirt should be pulled taut, so should not be able to crease with the tape holding the template in position.
Taking this activity further: Participants could organise their own T-shirt Fashion Show, to highlight awareness and learning around the topic or issue they are exploring.
Transferable Skills: Through this activity, participants will develop their teambuilding, research and communication skills.
Linking to the Youth Work Curriculum: This activity is really flexible and will fit in with more than one area of the Youth Work Curriculum. Logos can be designed around the themes of sexuality, racism, homophobia, ablesim or ageism (Equality and Diversity) as well as drugs education, alcohol education, smoking education, food, fitness and mental well-being (Health and Well-being). Participants could create a logo which represents themselves and their self identity (Personal and Social Development) or they could use an existing logo of a favourite film or band (Creativity and Challenge).
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Croquis Worksheet
100
Understanding Shop Styles Aim: To allow participants to creatively explore branding and marketing ideas.
Materials: Information about different high street fashion shops Magnetic poetry tiles (optional) Copies of the Activity Review Sheet (p.164)
Maximum Number of Young People: 12
Time needed: 60 minutes
Method: For this activity you will need information about various high street clothes shops. You may choose to get this from the Internet in advance of the session, or incorporate this research element into the session as an extra activity for participants. Introduce the participants to a selection of high street clothes shops. Have an initial discussion around what the participants’ perceptions of each shop are, and who they think the target market is for each shop. Display the information around each store and see how their marketing and clothes styles fit in with the participants’ opinions. Ask participants to work as a team to look at the different shops and pick out magnetic poetry tiles which display words which they feel represent each shop. They should also be able to add their own words if they wish. Have a discussion around the words they have chosen (these may be quite abstract) and the meaning behind them.
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Portfolio Evidence: Young person’s collated shop information from the Internet Photos and/or write up of the words chosen by the participant to represent the different shops Completed Activity Review Sheet
Taking this activity further: You may ask participants to create collages around the shops they have looked at, which could then be displayed as part of their fashion creative work.
Transferable Skills: Through this activity, participants will develop their creativity and expressive skills.
Linking to the Youth Work Curriculum: This activity explores visual arts (Creativity and Challenge), working in groups (Personal and Social Development) and basic research skills (Education and Independence).
Hat Design Aim: To encourage participants to explore a theme or issue creatively.
Materials: A selection of hats (participants may bring their own) Glue Scissors Pens Paper A selection of craft materials including pipe cleaners, feathers, beads, glitter etc.
Portfolio Evidence: Photos of plain hats and materials before activity The young person’s initial sketches and designs Photos of completed hat designs Completed Activity Review Sheet
Transferable Skills: Through this activity, participants will develop their creativity and expressive skills.
Linking to the Youth Work Curriculum: This activity explores visual arts and craft (Creativity and Challenge).
Copies of the Activity Review Sheet (p.164)
Maximum Number of Young People: 12
Time needed: 90 minutes
Method: For this activity, each participant will need a hat. They can bring in old hats from home, which could include caps, or any other type of headwear. This activity will work better if participants are given a theme or topic around which to base their hat design, such as Mental Health and Well-being (a good link as the hat protects the head) or Self-Identity. Participants may wish to sketch out their designs on paper first, or they may prefer to start creating their hats straight away, using any of the materials provided. When participants have completed their hat designs, they should share them with the group.
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Links to other Awards and Qualifications Expressive Arts Award The ASDAN Expressive Arts Award accredits up to 60 hours of expressive and creative arts activities including music, theatre, circus skills, writing, DJing, dance, photography, art, advertising and puppeteering. The Award offers a flexible, multi-level programme aimed primarily at 13-19 year olds. It provides a stand alone certificate of achievement, as well as progression into nationally recognised awards and qualifications. The Expressive Arts Award comprises five modules: Explore Create, Perform, Present Arts in Action Working in the Arts Appreciate, Applaud, Review For further information, visit: www.asdan.org.uk/short_courses.php?cont=expressive
Arts Award The Arts Award is a national qualification which supports young people to develop as artists and arts leaders. Young people aged between 11-25 can achieve Arts Award at levels 1, 2 and 3 (Bronze, Silver and Gold) on the national qualifications framework. Young people can achieve an Arts Award in any arts or media activity. Through setting personal challenges, The Arts Award assesses how young people apply themselves to their arts activities rather than their specific skills in the chosen art form. Participants can choose which media to use to provide evidence of their achievements. They can write their portfolios, or use video or audio material. For more information, visit: www.artsaward.org.uk
Funding for Youth Arts Activities and Projects This section looks at different areas of funding you or young people can apply for to support arts projects.
National Government Funding – DCFS – DCMS
Colleges and Universities Lottery – Heritage – Big Lottery Fund – UnLtd
European/Global Funding
Olympiad
Sponsorship
Local Authority Funding
Large Charities – Children in Need – Comic Relief – vinspired
Trust Funds – Esmee Fairbairn – Paul Hamlyn – Calouste Gulbenkian Foundation
Funding Awards for Young People The Young Achievers Awards The Young Achievers Trust Awards recognise the achievements of young volunteers, activists and social entrepreneurs aged 16-19 and 19-25 in four categories: sport; community; environment and the arts. Winners in each category win £1,000 for personal and project development, a follow-on support programme to help develop their skills and realise their ambitions, a trip on the London Eye for the winner and a friend, and RSA fellowship for a year. Two runners up in each category win £250 for personal and project development, and a follow-on support programme. Thirty two commended nominees each win a £50 cash prize and a follow-on support programme. www.youngachievers.co.uk/home.aspx
Youth Opportunity Funds and Youth Capital Funds Grants are available for 13 to 19 year olds administered through every local authority in England, with decision-making by local young people. Contact your local authority for more details of arrangements in your area. www.dcsf.gov.uk/everychildmatters/youth/youthmatters/youthopportunity/youthfunds
UnLtd - the Foundation for Social Entrepreneurs Grants of between £500 and £20,000 are available to individuals or groups of young people aged 16 or over to start up and run projects that will achieve social benefits. www.unltd.org.uk
YouthBanks YouthBanks awards money at a local level to young people to support activities that help their local community. Young people themselves make the decisions about who receives money. YouthBanks are run as local schemes and the website below provides details of where they are available. Amounts vary and depend on the criteria of the individual YouthBank. www.youthbank.org.uk
The Duveen Trust One-off grants of between £100 and £500, to people aged 13 to 23 who wish to get involved with projects that require initiative and which give something back to the community. www.theduveentrust.org.uk
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Signposting: “Into the World of Youth Arts� Training for practitioners Artsplan Through its Creative Professional Development (CPD) department, Artsplan, Artswork offers informal and formal advice, information and professional development opportunities to the youth arts sector. Artsplan has developed the widest range of relevant, practical, creative training opportunities for professionals and volunteers currently using or looking to use the arts with young people. Courses are consistently reviewed, evaluated and updated to ensure the best possible training opportunity is provided. www.artswork.org.uk
Arts and Media: Professional Development for Creative People Arts and Media is a leading independent development and advisory resource for artists and arts organisations. They are committed to supporting innovation and talent and to meeting the needs of arts professionals at every stage of their careers. www.arts-media.org
Resources for practitioners The Arts Council England Arts Council England is the national development agency for the arts in England, distributing public money from Government and the National Lottery. www.artscouncil.org.uk
Arts Council of Northern Ireland The Arts Council is the lead development agency for the arts in Northern Ireland. They are the main support for artists and arts organisations, offering a broad range of funding opportunities through their Exchequer and National Lottery funds. www.artscouncil-ni.org
Scottish Arts Council The Scottish Arts Council is the lead body for the funding, development and advocacy of the arts in Scotland. www.scottisharts.org.uk
Arts Council Wales The Arts Council of Wales is responsible for funding and developing the arts in Wales. www.artswales.org.uk
Appendices Activity Review Sheet
p.164
Arts Review Sheet
p.165
Youth Challenges/Youth Achievement Award Timesheet
p.166
Craft Prompt Sheet
p.167
Dance Prompt Sheet
p.168
Film Prompt Sheet
p.169
Music Prompt Sheet
p.170
Project Planning Checklist
p.171
Guidance on adapting your Child Protection Policy
p.172
Publicity Consent Template
p.173
Risk Assessment Template
p.174
Evaluation Information Sheet
p.175
Evaluation Form Template
p.176
Youth Achievement Awards: Key Contacts in the UK
p.177
Activity Review Sheet Name:
Date:
Describe the activity you took part in today:
What involvement did you have in this activity? (What did you do?)
What new skills do you think you have learnt today?
How long did the activity take?
164
Dance Prompt Sheet Sheet Music Prompt Here are some words associated with music for young people to think of:
Acapella Alto Anthem Beat Bass Composer Classical Choir Digital Drum and bass Disco Encore Ensemble Funk Folk music Garage Grime Grunge Hip hop Harmony Heavy metal Instruments Incidental music Jam Jazz Karaoke Key
Latin Melody Motown Noise Notes Opera Orchestra Pitch Pop Punk Quartet Rhythm R&B Rock Sound Sample Symphony Tempo Tune Tone Unison Upbeat Vocal Verse Volume Woodwind Xylophone 170
Project Planning Checklist Here are some key reminders of things you will need to consider when planning to deliver an arts project with young people:
Dates Check your planned delivery dates – do they clash with anything?
Venue/Equipment/Facilities Are you using an appropriate venue for your activity? Can you store your equipment/materials at the venue? Do you have access to everything you need at the venue? Have you budgeted for all the equipment you need?
Staffing Do you have an appropriate staff to young person ratio? Do you need to employ a freelance artist to facilitate some sessions? Have you considered any specific needs of the young people in relation to the project, and built in support for this? Have the appropriate CRB and ISA checks been undertaken for all staff?
Health and Safety Have you PAT tested any electrical equipment you plan to use? Have you ensured Risk Assessments have been undertaken for all planned activity? Have you obtained Consent Forms for all young people? Have you obtained Publicity Consent Forms for all young people?
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Guidance on adapting your Child Protection Policy When you are delivering art activity to young people, you may need to make additions to your Child Protection Policy to cover the specifics of the work you are planning to deliver. Here are some points to consider: It is vital that every adult involved with the arts activity is given a copy of your Child Protection Policy and signs to say they have received and read it. This includes any volunteers, paid staff, artists and freelance workers. The policy should have very clear procedures advising what to do when a disclosure is made. The policy should also outline measures to ensure that all volunteers, paid staff, artists and freelance workers are not placed in a situation where abuse may be alleged. The policy should provide clear definitions of abuse. The policy should outline procedure around the use of the internet to upload young people’s art work, as not all websites have the adequate safeguards in place. The policy should outline procedure around the methods that staff should use to contact young people regarding the project. The policy should outline procedure for using safe touch, when delivering any physical activity such as dance or drama.
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Publicity Consent Template Name: The project/organisation would like to collect information about you and the experiences that you have whilst engaging with the project. We will use the information that you provide to ensure the project is successful, and to help you gain invaluable experiences from it. We will only pass your information onto other organisations with your consent or when we are required to do so by law. You can also contact us if you would like to see any information which we hold about you. We will provide this information in line with the Data Protection Act 1988.
May project/organisation tell your story and/or photograph in our published materials (for example, in a leaflet to promote the project), or on our website?
Yes / No
May project/organisation pass your story and/or photograph onto the media (for example a newspaper or TV station)? If used by the media, we would contact you to let you know when and where your story will appear.
Yes / No
I understand my right to ask to see any information held about me by the Project/Organisation.
Yes / No
Please be aware that whilst we try to ensure that all media coverage portrays interviewees in a positive way, we do not have any control over how you may be portrayed.
Signed Contact Number If you are under 18, parental/guardian consent is required: Parent/Guardian Name Parent/Guardian Signature Date
Please return all completed forms to Project/Organisation Contact
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Risk Assessment Template Activity/Project Name: Please list the sessions that this risk assessment relates to:
Venue: Lead Facilitator/Artist: Support Staff: CHECKLIST: Child Protection Policy in place Consider staffing issues – are they appropriately qualified to work with young people Consider situations where there might be unsupervised contact or visits Consider situations where there might be unexpected visitors or intruders, known or unknown, to the project Carefully examine any visits planned as part of the project Carefully examine any proposed transportation/travel planned Identify hazards or dangers Examine venues or premises to be used for project in advance, walk round looking out for things or situations that could be reasonably expected to cause harm. Consider equipment and materials to be used for the project Consider the young people who will participate in the project – are there any special requirements or support needs?
HAZARD
RISK/RATING
What is the hazard?
What is the risk involved/ does it rate as High, Medium or Low risk?
PRECAUTIONS/CONTROL MEASURES What precautions/control measures will be taken to reduce the risk?
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Resource: Evaluation Information Sheet Why evaluate? It is always important to evaluate your activities and workshops, to ensure that you are achieving your aims in delivering them.
How do you evaluate? First, you need to understand the aims of the work you are delivering. For example, are you wanting to develop participants’ skills in the art form or are you more interested in developing transferable skills such as self-confidence and problem solving? Is it important for you to find out how much participants have enjoyed the session, what they thought of the facilitator’s delivery, whether they have made new friends or liked the refreshments? Or perhaps you want to measure their transferable skills by asking about their confidence or communication skills? Once you have decided what aims you have and what you want to measure, you can then begin to put together your evaluation process.
When do you evaluate? If you are wanting to measure progress, it always a good idea to ask participants to complete an assessment prior to starting a project or joining the group. You can then evaluate (using the same questions) as often as you want. If you are using a lot of different art forms, it is a good idea to evaluate after each session.
Creative Evaluation Ideas Filling out the same form over and over again can become a bit boring. So by evaluating creatively, you can keep the process fresh. You might: Create a dart board divided into categories, and participants put stickers in each section, nearer to the centre means that is a positive answer. Use a Polaroid camera for participants to take photos of their finished piece of work and write on the back their responses to the evaluation questions. Label different areas of the room from 1-5, where 1 is bad and 5 is good. Read out evaluation questions and ask participants to move around the room to show their personal responses to the activity. This example is given on (p.176)
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Evaluation Form Template Allocate 5 different areas of the room as numbers 1-5. Explain to participants that 1 means not very good and 5 is fantastic. Explain that you will ask them some questions about the day, and explain that you would like them to move to the area of the room which relates to the number that they would answer that question. Use this sheet to note down participants’ responses.
1. Have you enjoyed today’s session? 1
2
3
4
5
4
5
2. Did you like the venue? 1
2
3
3. Did you like the food and refreshments? 1
2
3
4
5
4
5
4. Did you like the facilitator? 1
2
3
5. Have you made any new friends today? 1
2
3
4
5
The next set of questions should be asked as a ‘shout out.’ This is where participants should say the first thing that comes into their head – the facilitator should make notes of their responses.
What new skills have you learnt today?
What was the best activity?
What was the worst activity?
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Youth Achievement Awards: Key Contacts in the UK England UK Youth Avon Tyrrell, Bransgore, Hampshire BH23 8EE 0845 862 0432 yaa@ukyouth.org www.ukyouth.org www.youthachievementawards.org
Northern Ireland Youth Action Northern Ireland 14 College Square, North Belfast, Northern Ireland BT1 6AS 02890 240551 info@youthaction.org www.youthaction.org
Scotland Balfour House, 19 Bonnington Grove, Edinburgh EH6 4BL 0131 554 2561 office@youthscotland.org.uk www.youthscotland.org.uk
Wales Youth Cymru Aberaeron Memorial Hall, South Road, Aberaeron, Ceredigion SA46 0DP 01545 570837 mailbox@youthcymru.org.uk www.youthcymru.org.uk
ASDAN Wainbrook House, Hudds Vale Road, St George, Bristol BS5 7HY 0117 954 8315 awards@asdan.org.uk www.asdan.org.uk
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ArtSmart: developing and accrediting young people’s creativity UK Youth ‘The Network for Quality Work with Young People’ Avon Tyrell, Bransgore, Hampshire, BH23 8EE Tel: 01425 672 347 Fax: 01425 673883 Email: info@ukyouth.org Website: www.ukyouth.org UK Youth is a registered charity number 1110590 and a company limited by guarantee registered in England and Wales number 5402004 © UK Youth 2009
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