Filed under: Arts and Society, Education Matters
Thurston Hopkins died this week aged 101. He was a photojournalist whose images captured British life and its humanity and inequalities in the 1950s. And they say a picture paints a thousand words.
This got me to thinking about telling stories. A crucial skill that when effectively wielded has people hanging off your every word, increasing the chances that they will act on the information, which in the think tank world desirous of influence and impact is the holy grail.
Make no mistake though, storytelling is an art. But being an art doesn’t make it unobtainable and esoteric, instead storytelling is the reverse: crafted and considered; engaging and entrancing; a clear and compelling message to pass on to its audience.
So what is the best way of doing this?
Yesterday, a new sculpture by Gillian Wearing was unveiled in Birmingham. This followed a competition run by Ikon Gallery to find ‘a real Birmingham family’. The winners, now immortalised in bronze in pride of place by the Library of Birmingham, are two single mum sisters, Roma and Emma Jones (the latter with pregnancy bump) walking along with their two sons Kyan and Shaye.
This is a project that appears to have engaged the local Birmingham community, there were 372 nominations, people who liked the idea that they might represent what it means to be a family in Birmingham, now. This sculpture then explores stories of family, meanings of identity and what it is to be typical, whilst celebrating ‘the unsung and the everyday’. There are lots of people that don’t relate to the ‘traditional’ family unit but might relate to this. The telling of a story to challenge what we think normal is. Clever in my book.
Stories or to put it another way, paradigms, create cultural norms. Accepted ways of thinking about things. When our friends and families tell the same ‘stories’ as us we feel comforted, reassured and bolstered that our worldview is right and just. Trying to get people to see things from a different perspective then requires something different.
We are very comfortable publishing reports. Some people even read them. Some get read a lot. Some don’t. The World Bank bravely led the way in sharing exactly how many (or not) of their reports are downloaded, which the Washington Post depressingly but understandably extrapolated to mean ‘the solutions to all our problems may be buried in pdfs that no one reads’.
So as we continue exploring what impact the RSA should have in the world, what change we want to be a part of creating, what are the ways we should be telling these stories?
IPPR have just published a graphic novel, six pictorial stories of life and change in communities in Britain and the Open Society Foundations has also done similar telling the story of Somali communities around the world. Artists Grennan and Sperandio also did similar in Peterborough with the Street Pastors as part of our Citizen Power Peterborough programme (see why it’s important to keep telling that story – changing perceptions of place is a slow burner).
The RSA also has captured peoples’ imagination with RSA Animates, a series of animations designed to bring to life stories of world changing ideas. Sir Ken Robinson’s ‘Changing Education Paradigms’ is on over 12 million views. Astonishing. So more of that then please.
Is blogging the way to go? My colleague Andres Fossas recently had some viral success with his blog ‘The Age of Awareness’ (I recommend reading it, it’s good) with 10,000 reads in around three days and 1,000 likes on Facebook. So, it can be done.
We’ve just launched a new website for RSA Academies (do pop by) and the whole way through our thought process has been about the storytelling – what we are trying to tell and who we are trying to tell it to. One example of this is telling stories of success which are beyond the scope of Ofsted. Personal stories of achievement or success that inspire others or are just ‘blooming well done’ because actually all the odds are stacked against gaining that apprenticeship, overcoming that disability or getting that ‘C’. You can read the Pupil Stories on each of the schools pages, but here’s three examples from Ipsley CE RSA Academy.
There’s also a new film telling the story of the relationship that schools have with the RSA and what it means to be an RSA Academy. Film making is a wonderful, intricate process and we’d like to do more, but it can be expensive. And not everyone watches videos of course, the Obama campaign proved that one.
So as we are working this out perhaps we should take a lesson from Kate Tempest, who is currently taking the music, spoken word, literary world by storm and refuses (quite rightly) to be put in a box, but instead is experimenting with her creative forces and seeing what happens.
Filed under: Education Matters, Uncategorized
It is the first week of the new school year and Academy chains are already back in the news. Last week Ofsted wrote to AET (Academies Enterprise Trust) expressing concern that too many pupils were not receiving a good enough education, and yesterday the House of Commons Education Committee continued their scrutiny of Academies and Free Schools with an evidence session involving representatives of Academy sponsors and local authorities.
For all the controversy Academies are here to stay, irrespective of the outcome of next year’s General Election. And good news that is too, given the growing body of evidence that some Academy chains are making a positive difference to outcomes for pupils – see for example the Sutton Trust report Chain Effects on the impact of Academy chains on low income students. That said, yesterday’s Select Committee reminded us of concerns about the Academy programme as currently conceived that just won’t go away: limited local accountability; too much money being diverted from the classroom through top-slices; and signs that some academy chains are failing to provide sufficient support for school improvement.
A reluctance to address these issues risks damaging the Academies sector as a whole. Three simple changes could improve the system dramatically. Read more
This is a guest blog from Chris Smith, Maths, Science and Technology Lead Practitioner, STEM and IBCC Coordinator at RSA Academy in Tipton. Chris explains how RSA Academy in Tipton have played a key role in the success of this inter-school competition.
Back in January 2013 a number of RSA Fellows met at Weston Beamor in Birmingham’s Jewellery Quarter to look at how 3D printing is being used by Weston Beamor in the production of their jewellery products. They wanted to find a vehicle to promote this new technology and extend its use in schools, after numerous meetings it was decided that RSA Academy in Tipton would coordinate a jewellery design competition for the RSA Family of Academies and those looking to become part of the RSA Family.
Whitley Academy, Arrow Vale RSA Academy, RSA Academy and Broadway School were invited to the launch on 21 January 2014 at the RSA Academy. The brief was to design a lapel pin/badge suitable for the Principals of the RSA Academies to wear – therefore it had to be suitable for both men and women to wear.
Booom, booom, booom, bom, bom, bom
Hats off and thrown wildly up in the air to all the students, their parents and teachers from RSA Family of Academies who raised the roof at the RSA yesterday with the infectious sound of pounding drums to conclude the RSA Academies Arts Day.
The loud, booming, warm, rhythmic sounds of these drums resonated throughout the RSA. I wish you had been there to marvel at the confidence of these students and their parents who wholeheartedly (and with an understandable amount of jitter) embraced the ‘get involved’ element of the day and breathed in the energy. They were an absolute credit to themselves and their schools. I even surprised myself during the drama workshop, getting in a sweat chasing parents around the Great Room to catch their ‘tails’ wasn’t exactly in the brief. But it was all gloriously creative, and in this creativity emerged discipline, listening, mindfulness, consideration, friendship, bravery, confidence, leadership and imagination. What a heady mix. Read more
This is a guest blog from Laura Guest, a Year 12 student and a Senior Lead Learner at RSA Academy in Tipton.
On Wednesday 11th June, ten students from the RSA Academy (including myself) attended a conference in the RSA building in London. The conference was with John Ryley, the current head of Sky News, and we learnt about his vision for the future of Sky, TV Broadcasting and journalism as a profession.
Are you interested in helping young people realise their potential?
This summer we are launching an ambitious new project that seeks to improve the career prospects of RSA Academies students – and we need your help. Read more
The impending adventure of fatherhood will soon be upon me which seems to have caused a certain rush of blood to the head. Like many soon to be fathers I seem to be trying to get everything done before our addition arrives including a 175km bike ride around Pembrokeshire in gale force winds and hail. This particular activity was most definitely on the edge of type three fun but that’s for another time. Read more
The end of November saw RSA Academies hosting the Student Leadership Conference for Year 12 and 13 student leaders from Arrow Vale RSA Academy, Whitley Academy and RSA Academy, Tipton.
Here are some of the TOP 5 TIPS from the students and the RSA Fellows who joined in for a day of inspiration and conversation.
Marie Nixon, Chief Executive at Sunderland University’s Students Union starts us off.
1. You’re a leader all the time. You don’t have to wait for the ‘big’ job or opportunity to start being a leader. You can be a leader in your community, in your area of interest, in anything. Get on with leading and the big leadership opportunities are more likely to come your way.
2. Don’t be scared of ‘don’t know’. One person can never know everything. Surround yourself with brilliant people and together you can know all sorts – and work out the answers to what you don’t.
3. The power of the unthinkable. Don’t be afraid of ‘mad’ ideas that might seem beyond the realms of possibility. It’s a great spark for exciting conversations which help you decide on ambitions and exciting things you want to change and do.
4. The boldest measures are the safest – changing something a tiny bit usually requires exactly the same effort as changing something radically. Be bold, be brave, attempt to do what you really want to do rather than what you might get away with. It’ll take the same effort and you might as well go for what you want.
5. Telling it like it is. Feedback is super powerful and it takes a bold soul to give it. Feedback is essential to make sure you’re getting to where you want to be. When you’re giving feedback make sure you do it with accuracy and kindness and that you’re doing it for the good of the person affected or the project. It’s NEVER a chance to be mean.
Followed by Prince Chivaka and Cynthia Ariana, Head Boy and Head Girl at Whitley Academy in Coventry.
• Communication is key
• Develop confidence in the role
• Be very firm, but friendly and be assertive and considerate in a team
• Plan an agenda for each half term and meet with Student Leadership Group and the Principal
• Encourage others to become leaders, be a role model
And Rick Hall from Ignite’s 5 Rs: the characteristics of creativity… and leadership
1. Resilience – be determined and learn from your mistakes, this is part of the process of getting towards the solution
2. Resourcefulness – working out what to do when you don’t know what to do
3. Referencing – see something is like something else and make the connection, learn from this
4. Reflection – step aside and observe, use mind mapping as a technique to help
5. Risk taking – pushing the boundaries, going outside your comfort zone
And lastly from Andrew Watts, Head Boy at RSA Academy in Tipton
• Plan, plan, plan – set goals, what do you want to achieve?
• It’s crucial to talk to people – what do students want from you? Expect the unexpected.
• Don’t be afraid to ask for help – you don’t have all the answers and learn from the example of others
• You have to make big decisions – consider everything, sometimes what you want isn’t best
• Be willing to get involved – you have to be in it to win it
Duncan Piper at the Young Leaders Consultancy has the parting shot. He encouraged us to think about self-less leadership: how can I help you get to where you need to be?
Within the RSA Family of Academies many families of pupils do not have strong networks with employers or universities. Recently schools have had to take on new responsibilities for careers information, advice and guidance. It follows then that one of our priorities is to ‘connect learners to people, places and issues beyond the school gate’ – something we are working towards with a new Warwick University and RSA partnership.
Last Thursday night students from the RSA Academies joined with their teachers, academics from Warwick and the RSA to celebrate the launch of this partnership. It is aimed at increasing the student’s knowledge about what a university education involves and helping them to develop skills, knowledge and experience to gain a university place.
For the partnership to have real impact, we need to consider the perceived barriers of going to university. Practical concerns about how students would manage, including anxiety about the financial implications; a sense that it is ‘not for people like me’; a lack of knowledge and confidence in going through the application and interview process, have all informed the planning so far. The partnership will generate:
- opportunities for the students to attend the ‘Experience Warwick’ summer schools
- support with the university application process
- advice and guidance sessions for the students and their parents about going to university
- visits to the schools by the academic staff
- taster days at the university
And more than this, there will be a programme of activities for the schools that is focussed on raising aspirations and increasing awareness of different university options. There is plenty of potential for projects between different academic staff within Warwick and the schools that will bring to life some of the more esoteric sounding disciplines – theatre productions about the financial crisis that allow you to explore economics and the relationship between human behaviours – it’s about finding ways to engage and excite students with new subjects and ideas, and teaching staff and academics in return.
Student focus groups carried out by RSA Education Intern Lisa Hevey showed the importance of talking about university as an option at an early age. At Year 8 students were talking about adults who had influenced their future plans and career aspirations, so getting in early with a range of potential career possibilities is essential. Importantly role models also have a clear impact on students. Some students do not have older siblings at university and putting these individuals in touch with university students or adults who may inspire them could have enormous effect.
So this partnership offers potential. And when you feel you have potential, the sky’s the limit.
Filed under: Arts and Society, Education Matters, Fellowship
At the RSA Family of Academies we are working with four schools in the West Midlands who are about to embark on an arts audit. By reviewing what activities are already taking place across their schools they will be able to examine the ways that the arts and arts experiences could be woven through the curriculum and the school day.
One of the priorities for RSA Academies is ‘enabling learners to achieve a broad range of qualifications, skills and competences’ which poses some interesting thinking. How do you enable learners to achieve not just qualifications but also a broad range of skills and competences – and further still, confidence. And how do you get the disengaged interested in learning again?
A new report from the Arts Council of Wales explores arts and creativity in schools and the impact that arts experiences which take place in schools have. The headline figures are conclusive and striking. Of the 42 schools and colleges involved in the research, 99% said they felt that an involvement in arts activities had improved learner engagement. Dai Smith, Chair of the Arts Council of Wales follows this: ‘teaching in and through the arts, far from detracting from literacy and numeracy should be seen as an enabler to driving up standards in academic priorities’.
The research also identified that 98% and 99% felt that the arts developed emotional wellbeing and interpersonal skills of the pupils. The report provides evidence of the enrichment and progression of learners as a result of arts organisations coming through the school gate and through outside visits to theatres, galleries and exhibitions.
Which thinking about it, most of us will have our own experiences for which this rings true. I can still vividly remember a trip to the Barbican to see Romeo and Juliet with Tim McInnerny just mesmerising as Tybalt. The act itself of the trip to a big city, visiting the vast concrete megalith that is the Barbican and then to be wowed by the strange language of Shakespeare is the sort of stuff that stays with you at the tender age of 13.
Beyond this, the arts enables young people to explore identity and self-expression, to create and to experiment. Last week one of the RSA’s Royal Designers of Industry, Ben Kelly joined Arrow Vale RSA Academy in Redditch for the day. Designer of the interior of the Hacienda, Ben is a real life example of a rule breaker and innovator, and he inspired years 9 and 12 students with a new sense of what’s possible and attitude to success.
Whitley Academy head boy, Prince Chivaka leads a series of podcasts in a project with RSA Fellow Fran Plowright called Frontline Voices. Across the RSA Family of Academy schools, Prince and his fellow students explored questions of what it means to be a young person today growing up in an uncertain and changing world. Fran explains more about the project in her What about tomorrow? blog.
And take a look at Whitley Academy in Coventry. Their art website, Whitley Arts was created to showcase and sell their unique student artwork. It has also opened students’ eyes to the possibility of their work being in the public realm. The site acts as a focal point, a potential destination of work whilst underpinning learning and personal development.
We are working to create more of these moments of inspiration and practical projects where creativity is fostered as a core skill, and where hopefully more learners become more engaged as a result.