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A critical review of the Creative Partnerships archive: How was cultural value understood, researched and evidenced?

对创意伙伴关系档案的批判性回顾：文化价值是如何理解、研究和证明的？

基本信息

批准号：
AH/L005379/1
负责人：
Patricia Thomson
金额：
$ 5万
依托单位：
University of Nottingham
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2013
资助国家：
英国
起止时间：
2013 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FL005379%2F1
关键词：
critical review Creative Partnerships archive

项目摘要

Creative Partnerships (CP) was the biggest and longest running arts and education intervention in the world. It operated in England from 2002-2011 and worked intensively with over 2,700 schools, 90,000 teachers and over 1 million young people. It touched 1 in 4 schools in the country, and over 6,500 national arts and creativity organisations were involved in CP. Because 70% of the funding went to support creative practitioners, Price Waterhouse Coopers estimated that each CP£1 generated £15.3 of economic value.CP produced an enormous range of artefacts, ranging from literature reviews, research reports, publicity and promotional materials, demonstrations in the form of films and posters, to the annual plans and evaluation reports that each funded school had to submit. To date there has been no analysis of this material to assess what understandings it might have to offer. The archive, now housed at The University of Nottingham, has the potential to contribute further to international understandings about creativity, culture, reform, learning and organizational change. CP understood itself as making a cultural offer. It supported teachers and young people in extended cultural experiences - working on a project with an artist (for example a dancer, sculptor, film-maker, story-maker) or a company (from the Royal Shakespeare Company to a local community arts organization) or a public institution such as a gallery, library or museum. It was presumed that through these projects young people would both learn creatively and learn to be creative. Within CP there were strongly held views that the cultural offer supported children and young people to develop imagination, critical and reflective thinking, leadership, confidence and motivation, wellbeing and a strong sense of responsible empowerment. They were thus able to learn successfully, act as good citizens in their schools and communities and were prepared for 21st century life work and life (Thomson et al. 2009).This project will systematically examine, for the first time, the CP archive in order to see what its literature reviews, research reports and annual plans and evaluation reports might have to offer the AHRC cultural value rubric. As its considerable body of research used highly diverse approaches, this project will use an interpretative approach to critically assess a range of key texts. The project will investigate and document how a cultural experience was understood, and what methodologies and methods were used to investigate CP's cultural offer and the cultural experience of teachers and young people, and will show what kind of data the various approaches produced. On this basis, the project will then offer an assessment of the value of particular kinds of research methodologies and methods, and identity any areas for possible further investigation. It will also offer a synthesis of the various ways in which cultural experience was theorised.The PI for this project is uniquely positioned to undertake this work. She directed the largest national CP research project on school change, was commissioned to produce a literature review on change, and directed two other research projects funded by CP.The signature pedagogies project is one of three legacy projects which offer ongoing information about artists working in schools. She has co-edited an international handbook, a research methods text and a book series for teachers on creative learning, together with more than twenty peer reviewed papers. Reference:Thomson, P., Jones, K. and Hall, C., 2009. Creative whole school change. Final report. London: Creativity, Culture and Education; Arts Council England. See also http://www.artsandcreativityresearch.org.uk.

创意伙伴关系是世界上规模最大、持续时间最长的艺术和教育干预活动。它于2002 - 2011年在英格兰运作，与2 700多所学校、9万名教师和100多万年轻人密切合作。它触及了全国四分之一的学校，超过6，500个国家艺术和创意组织参与了CP。由于70%的资金用于支持创意从业者，普华永道估计，每1英镑的CP产生15.3英镑的经济价值。CP产生了大量的人工制品，从文献综述，研究报告，宣传和推广材料，以电影和海报形式的演示，到每个受资助学校必须提交的年度计划和评估报告。迄今为止，尚未对这一材料进行分析，以评估其可能提供的谅解。该档案馆现存放在诺丁汉大学，有可能进一步促进国际上对创造力、文化、改革、学习和组织变革的理解。CP认为自己是在提供一种文化。它支持教师和年轻人扩大文化体验-与艺术家（例如舞蹈家、雕塑家、电影制片人、故事制片人）或公司（从皇家莎士比亚剧团到地方社区艺术组织）或画廊、图书馆或博物馆等公共机构合作开展项目。人们认为，通过这些项目，年轻人既可以学习创造性，也可以学习创造性。在儿童保护方案内部，有一种强烈的观点认为，文化活动支持儿童和青年发展想象力、批判性和反思性思维、领导能力、信心和动力、福祉和强烈的责任感。因此，他们能够成功地学习，在学校和社区中成为好公民，并为21世纪的生活、工作和生活做好准备（Thomson等人，2009年）。由于其大量的研究使用了高度多样化的方法，该项目将使用解释性方法来批判性地评估一系列关键文本。该项目将调查和记录如何理解一种文化体验，以及使用什么方法和手段来调查CP的文化提供以及教师和年轻人的文化体验，并将显示各种方法产生了什么样的数据。在此基础上，该项目将对特定类型的研究方法和方法的价值进行评估，并确定任何可能进行进一步调查的领域。它还将提供一个综合的各种方式，其中文化经验的理论化。该项目的PI是独特的定位，以承担这项工作。她指导了最大的国家CP研究项目对学校的变化，被委托制作关于变化的文献综述，并指示由CP资助的其他两个研究项目。她曾合作编辑了一本国际手册，一本研究方法文本和一本关于创造性学习的教师系列丛书，以及二十多篇同行评审论文。参考文献：Thomson，P.，琼斯，K. Hall，C.，2009.整个学校的变化。最终报告。伦敦：创意、文化和教育;英国艺术理事会。另请参阅www.example.com。