Boosting Creative Learning Experiences

Boosting Creative Learning Experiences

The creative education sector in the UK is facing challenges, including unequal funding and persistent inequalities that disproportionately affect young people from disadvantaged backgrounds. A report titled "Enhancing Creative Education," published by the Creative Industries Policy and Evidence Centre (PEC) in collaboration with the Institute for Employment Studies, sheds light on this issue and offers solutions [1].

The report identifies a narrowing curriculum and diminishing opportunities for cultural and creative learning, particularly affecting disadvantaged students who face reduced access to arts enrichment such as trips and creative activities [1]. Key findings include:

• Creative subjects foster a love of learning by allowing students personal expression, agency, and tangible achievements, which many other subjects lack [1].
• Arts education supports multiple pathways to success, building resilience and reflection skills through experimentation and process rather than solely focusing on the "one-right-answer" approach [1].
• Creative activities are crucial for student engagement and wellbeing, with some students losing their motivation when arts opportunities are cut [1].

From these findings, the report recommends:

• Broadening the curriculum to include more creative and cultural learning opportunities that are accessible to all students, especially in disadvantaged areas, to promote equity and engagement [1].
• Celebrating and rewarding creativity in schools as an important form of achievement alongside academic and athletic success to help more students feel valued [1].
• Supporting creative education as a way to develop skills like creativity, empathy, and critical thinking, which are essential for students to thrive in a changing world [2].

These recommendations align with broader calls from educators and advocates emphasizing the importance of maintaining and expanding arts education in schools facing curriculum narrowing pressures [1][4].

In addition, the report highlights that creative subject teachers (art, design, and technology) are more likely to provide 'live' industry experience for their pupils compared to other teachers [3]. This hands-on approach can significantly improve the quality of today's creative education.

Another report, titled "The migrant and skills needs of creative businesses in the UK," was commissioned by the Creative Industries Council and details the results of a survey of employers [5]. However, it does not directly relate to the "Enhancing Creative Education" report.

The UK's departure from the EU has impacted the way British firms trade and work with European counterparts in the Creative Industries [6]. The "Enhancing Creative Education" report does not delve into the specific effects of the pandemic on creative education, but another report states that 99% of creative subject teachers in UK secondary schools felt that teaching was disrupted during the pandemic, 4% higher than other teachers from varying disciplines [7].

The "Enhancing Creative Education" report was authored by Joy Williams, a Senior Research Fellow at the Institute for Employment Studies, Emma Pollard, a Principal Research Fellow, Morwenna Byford, a Research Fellow, and Joseph Cook, a Research Officer, all at the Institute for Employment Studies [1].

References:

[1] Williams, J., Pollard, E., Cook, J., Byford, M. (2022) Enhancing Creative Education. Multiple: Creative Industries Policy and Evidence Centre and the Institute for Employment Studies. Available from: https://www.our website/research-reports/enhancing-creative-education. [2] Creative Industries Policy and Evidence Centre (2022) Enhancing Creative Education: Key Findings and Recommendations. Available from: https://www.creativeindustriespec.ac.uk/news/enhancing-creative-education-key-findings-and-recommendations. [3] Department for Education (2020) Creative Subjects in Secondary Schools: A Summary of the Evidence. Available from: https://www.gov.uk/government/publications/creative-subjects-in-secondary-schools-a-summary-of-the-evidence/creative-subjects-in-secondary-schools---a-summary-of-the-evidence. [4] National Education Union (2021) Arts Education: A Manifesto for the Future. Available from: https://www.neu.org.uk/content/arts-education-manifesto-future. [5] Creative Industries Council (2021) The Migrant and Skills Needs of Creative Businesses in the UK. Available from: https://www.creativeindustriescouncil.org.uk/reports-and-publications/the-migrant-and-skills-needs-of-creative-businesses-in-the-uk. [6] Creative Industries Federation (2021) Brexit and the Creative Industries. Available from: https://www.creativeindustriesfederation.com/policy-and-advocacy/brexit-and-the-creative-industries. [7] Education Policy Institute (2021) Teaching During the Pandemic: The Impact on Teachers and Pupils. Available from: https://epi.org.uk/publications-and-research/teaching-during-the-pandemic-the-impact-on-teachers-and-pupils.

1. The creative education sector in the UK is grappling with challenges, including unequal funding and persistent inequalities, particularly affecting young people from disadvantaged backgrounds, as revealed in the report titled "Enhancing Creative Education."
2. The report, published by the Creative Industries Policy and Evidence Centre (PEC) in collaboration with the Institute for Employment Studies, sheds light on the narrowing curriculum and diminishing opportunities for cultural and creative learning, predominantly impacting disadvantaged students.
3. Key findings from the report indicate that creative subjects foster a love of learning, build resilience and reflection skills, and improve student engagement and wellbeing, but are often underrepresented in the traditional classroom setting.
4. The report recommends broadening the curriculum, celebrating and rewarding creativity, and supporting creative education as a means to develop essential skills for students' personal growth, learning, and success in today's rapidly changing world.
5. This aligns with broader calls for educators and advocates to maintain and expand arts education in schools facing curriculum narrowing pressures, as these skills are critical for students' creativity, empathy, and critical thinking.
6. Furthermore, the report suggests that creative subject teachers, such as those in art, design, and technology, provide a hands-on industry experience to their pupils, significantly improving the quality of creative education.
7. However, the impact of the pandemic and the UK's departure from the EU on creative education has not been delved into extensively in the report, but it is evident that these factors have significant implications for the future of creative industries and education-and-self-development in the UK.

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