Tag Archives: creativity

Creativity and Education: Rethinking the EBacc

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On 14 July 2016, the Prime Minister Theresa May announced her new Cabinet, following a significant reshuffle and re-structure of Government. In this context, researchers from all over Newcastle University express their thoughts on the challenges and opportunities for the Government in the Ideas for May’s Ministers blog series, considering how individuals, communities and societies can thrive in times of rapid, transformational change. Dr Venda Louise Pollock, Director of Newcastle University Institute for Creative Arts Practice, targets art education in this idea for Justine Greening.

To: The Rt. Hon Justine Greening, MP, Secretary of State for Education.
From: Venda Louise Pollock, Director, Newcastle University Institute for Creative Arts Practice

The extraordinary cultural and creative talents we share contribute to the well-being of our society, our economic success, our national identity, and to the UK’s global influence. These are precious returns, a powerful cocktail of public good and commercial return.[1]

Warwick Commission on the Future of Cultural Value

According to the GREAT Britain campaign,[2] launched in 2012 to build on the interest and success (economic and reputational) of the Diamond Jubilee and London Olympics and Paralympics, culture and creativity are mainstays of what makes Britain distinctive. With posters boasting Quentin Blake’s illustrations of Roald Dahl’s stories to headlines celebrating Shakespeare, and partners drawn from a breadth of creative fields – Aston Martin and Mulberry to name but two – the campaign has secured a confirmed economic return of £1.9bn to date. This is only part of the story.

Creative industries are worth almost £10m per hour to the nation’s economy with an overall worth of £84.1bn per year.[3]  The sector is growing at almost twice the rate of the wider UK economy and, at the launch of the recent DCMS report in January 2016, Ed Vaizey pledged that the government was ‘determined to ensure its continued growth and success.’[4]

Too often our appreciation of culture and creativity is premised on instrumental rather than intrinsic terms. The AHRC’s recent Cultural Value Report[5] speaks of the “imperative to reposition first-hand, individual experience of arts and culture at the heart of the inquiry into cultural value” and goes on to acknowledge the ability of arts and cultural engagement to “help shape reflective individuals”, and produce engaged citizens. Thinking specifically about education, the report shows, as many other studies have, how arts make an important contribution to learning through their impact on cognitive abilities, skills in problem solving and communication, as well as improving students’ confidence.

Coloured used paintbrushes

This is all in addition to the simple fact that creativity and culture enhance our lives, often in ways we cannot explain or articulate but which are fundamental.

If the government is determined to ensure the growth and success of our creative and cultural sector, this support should be embedded within our education system by not introducing the EBacc in its current form – for the young people of today are those who will shape futures, just as you, now, are shaping theirs.

As a performance measure (not a qualification in itself) that includes five ‘core’ academic subjects: English, Mathematics, History or Geography, the Sciences and a Language[6], the EBacc has created a value perception in our education system. While it is important to note that there is still room within the broader curriculum for students to take creative and technical subjects, not including them in the EBacc has sent a signal that these are not worthy of ‘performance managing’ or ensuring excellence within. This is having a significant impact. As widely reported at the time of the EBacc debate in Parliament (4th July), there has been a significant decline in the uptake of arts and technical subjects. An IPSOS Mori study in 2012 also found that at key stage 4 drama and performing arts were no longer taught in nearly a quarter of schools, 17% had withdrawn arts courses and 14% design technology.[7]

Although students can still opt for creative subjects, in reality their choice will be limited by availability – and yet building on Michael Gove’s increasing parental choice,[8] the government wants to improve choice for students.[9] Some have argued that creative subjects are needed for weaker students, but, in a critique of the EBacc, the government’s former education secretary has acknowledged this is ‘narrow minded’ as countries with the lowest youth unemployment and highest skilled workforce are those where technical and academic subjects are studied together.[10]

At the Party Conference, it was outlined that linking paths from early years to apprenticeships was a crucial step to secure the building blocks underpinning educational reforms which aim to help young people achieve success in the future. In this context of joined up thinking it seems out of kilter to lessen emphasis on the subject areas that are, currently, major drivers of our economic growth. In creating a level playing field for students, we should do so for subject choice also.

In Scotland creativity is gaining increased importance within education with ministers endorsing a national Creative Learning Plan which recognizes that creativity skills help learners be motivated and ambitious for change, confident in their capabilities and own viewpoint, possess transferable skills, and work collaboratively.[11] In undertaking creative work, students will have to think well beyond the box to innovate, to collaborate, to rise to challenges, grow in confidence and learn from failure, to take risks, be self-motivated and disciplined. These are important skills regardless of where you end up in life.  The Creative Learning Plan acknowledges that the skills learnt from creativity are needed to tackle life and work in an ‘increasingly uncertain and rapidly changing economic and social environment.’

Beyond skills, I don’t want my nephews growing up reading Shakespeare but being unable to imagine it or feel that embodied experience, to view art or listen to music without being able understand it as both expression and technical skill, or to read poetry without having themselves wrestled with words. We should aspire to excellence within our education system – in terms of creative teaching methods, the teaching of creative subjects and in exposing our young people to the best of culture.

I would recommend:

  • reconsideration of the introduction of the EBacc in its current form
  • the use of rigorous research to inform the development of policy with regard to the role and value of creativity and creative learning
  • an approach to education that recognizes, as Eric Booth, has argued, the potential for creativity to be the key that unlocks the Curriculum for Excellence[12]

 

 

[1] Warwick commission final report

[2] http://www.greatbritaincampaign.com/#!/home

[3] https://www.gov.uk/government/news/creative-industries-worth-almost-10-million-an-hour-to-economy

[4] https://www.gov.uk/government/news/creative-industries-worth-almost-10-million-an-hour-to-economy

[5] http://www.ahrc.ac.uk/documents/publications/cultural-value-project-final-report/

[6] https://www.gov.uk/government/publications/english-baccalaureate-ebacc/english-baccalaureate-ebacc

[7] https://www.gov.uk/government/publications/the-effects-of-the-english-baccalaureate

[8] https://blogs.ncl.ac.uk/nisr/category/ideas-for-mays-ministers/

[9] http://blogs.spectator.co.uk/2016/10/full-text-education-secretary-justine-greenings-conference-speech/

[10] http://schoolsweek.co.uk/utcs-architect-slams-narrow-ebacc/

[11]http://www.educationscotland.gov.uk/learningandteaching/approaches/creativity/about/

[12]http://www.educationscotland.gov.uk/learningandteaching/approaches/creativity/about/

Building up STEAM

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Professor Rachel Armstrong is Professor of Experimental Architecture in the School of Architecture, Planning and Landscape, and her Idea for an Incoming Government is to put the A back into STEM education. In British education, but also in our society, the arts play a part that fundamentally enriches, and Professor Armstrong urges an incoming government not to allow our cultural landscape to turn into a tedious shade of grey. Read about the Institute for Social Renewal’s other contributions to policy on our website.Building up STEAM

What’s the problem?

In a technologically advanced age, STEM (Science Technology Engineering and Mathematics) subjects are regarded as a fundamental way to boost the technological competence of our workforce. As a result, they have taken a central position in British education. While the original educational concerns that forged STEM promoted a more widespread uptake of these subjects, other commentators suggest that the term embodies synergies between these disciplines, which highlight the importance of cross-disciplinary collaborations in the innovation process.

After a period of activism where the innovative potential of collaborative practices invited the introduction of ‘A’ for arts into the acronym shortly after its conception, we find that our core competencies are abbreviated back down to ‘left’ brain activities. While absolute distinctions between ‘left’ (logical) and ‘right’ (creative) in itself is a controversial claim, the generalization symbolizes broad differences between the sciences and arts. The consequences, unintentional or otherwise, of omitting the ‘A’ may push us back to the Enlightenment views of a knowledge dichotomy that Snow challenged over half a century ago in his 1959, Two Cultures Rede lecture.

Presumably, the climate that has allowed the arts to wither from centre-stage education relates to a streamlining of investment that appears more directly related to immediate returns in employment, global competitiveness and economic growth. Newcastle City Council is living testimony to such measures, having had its creative arts funding slashed by 50% in 2013, provoking widespread outcry.

The solution

It is imperative that ‘A’ is immediately reinstated. Even Ada Lovelace herself, who is attributed to designing the first computer program and has become a figurehead for the recruitment of young women into STEM subjects, advocated a ‘poetical science’. It is also not sufficient to assume that the creativity associated with the arts and humanities will inevitably be infused into scientific subjects without specifically creating funded opportunities for this to occur and to keep on happening.

Moreover, justifying arts in purely utilitarian terms such as facilitating technological innovation and leadership in an efficient workforce completely fails to acknowledge their enduring enrichment of society and culture. Additionally, the future of the arts should be in no way enslaved to its enlistment to STEAM.

The evidence

Civilizations are more than a function of their economic growth. Their vigour is acquired through the hearts of their communities – and passions are not won by facts. So, while science claims a necessary position of neutrality, objectivity and distance from their studies, the arts are deeply immersed in their subjects. The objective goal of achieving technological advancement without investing in shared values will only take us so far in uniting people.

In this age of great challenges, it is imperative that we can think beyond the limits of rational solutions and deal with the uncertainties of our situation by venturing into unknown territories. The consequences of starving our students and civic communities of these skills are far more insidious and enduring than facing any financial crisis.

STEAM is not just a procedural set of issues aimed at managing the meaningful integration of arts with science but also draws attention to investments made in the arts at a national and European governmental level. The scientification of our society is embodied in a recent international conference entitled ‘The future of Europe is Science’ that proposed to address subjects such as ‘How will we keep healthy? How are we going to live, learn, work and interact in the future? How will we produce and consume and how will we manage resources?’. While many aspects of our lives can (within limits) be evaluated objectively, such as average income, or employment statistics, these questions cannot be exclusively served through an objective, empirical scientific analysis. Indeed, a Europe without humanities and arts feels a chillingly soulless place. Right now, we are faced with spreading neoliberal malignancy that is turning our cultural landscape into a tedious shade of grey. It is reducing our daily lives to the pursuit of one bottom line – money – where we are aware of the cost of everything and the value of nothing.

If we are to survive what is likely to be an extremely challenging century, where we face many contradictions that do not clearly present us with logical solutions, such as reducing the gap between the have and have not’s, tackling dramatic weather changes, combating drastic resource challenges and managing ideological conflicts, then we’ll need to be extremely imaginative across all disciplines. It is only through actively nurturing creativity from an early age that we will be able to do more with less, produce new kinds of value, work productively in partnership with nature and find new ways of working within constraints.

Importantly, while we actively acknowledge our limits, we must also relentlessly pursue new ways to transcend them. This simply cannot be done purely objectively. It requires personal investment, which means believing in common goals and embracing the seemingly impossible. If we are to protect and restore our heritage, our community and our faith in humankind then we need a different toolset that creates a counterbalance within STEM, one that that refuses to be answerable to sciences, yet also has the capacity to potentiate them, so that we can remain critical of developments – while also fulfilling our passions.

We should indeed build on firm foundations that ensure that our workforce, leaders and next generations have the intellectual and practical skills to be competitive on a global scale, but we must also sow the seeds of our culture with the imaginative flexibility to deal with the unknown, uphold a humane quality of life and to invent into new spaces that have never before existed. So, let us not forget the broader needs of our society when thinking about our institutional goals, national productivity and shared futures – and urgently invest in the creative capacity of people by putting the ‘A’ back into STEM.