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

创意伙伴关系（CP）是世界上规模最大、持续时间最长的艺术和教育干预项目。从2002年到2011年，它在英国运作，与2700多所学校、9万名教师和100多万名年轻人密切合作。该项目覆盖了全国四分之一的学校，超过6500个国家艺术和创意组织参与其中。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制作了大量的作品，从文献综述、研究报告、宣传和宣传材料、电影和海报形式的演示，到每个资助学校必须提交的年度计划和评估报告。迄今为止，还没有对这些材料进行分析，以评估它可能提供的理解。该档案目前位于诺丁汉大学，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认为自己是在提供文化上的优惠。它支持教师和年轻人进行广泛的文化体验——与艺术家（例如舞蹈家、雕塑家、电影制作人、故事制作人）或公司（从皇家莎士比亚公司到当地社区艺术组织）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，也可以学会创造性。在CP内部，有强烈的观点认为，文化提供支持儿童和年轻人发展想象力，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赋权感。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 et al. 2009）。这个项目将首次有系统地审查中央档案馆，以便了解其文献评论、研究报告、年度计划和评价报告可能对人权委员会的文化价值标题有何帮助。由于其相当大的研究机构使用了高度多样化的方法，本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文化体验是如何被理解的，以及使用什么方法和方法来调查CP的文化提供和教师和年轻人的文化体验，并将展示各种方法产生的数据类型。在此基础上，该项目将对特定研究方法和方法的价值进行评估，并确定任何可能进一步调查的领域。它还将提供文化经验被理论化的各种方式的综合。这个项目的PI是唯一能够承担这项工作的人。她主持了全国最大的关于学校变革的CP研究项目，受委托撰写了一篇关于变革的文献综述，并指导了另外两个由CP资助的研究项目。签名教学法项目是三个遗留项目之一，该项目提供有关在学校工作的艺术家的持续信息。她与人合编了一本国际手册，一本研究方法文本和一本关于创造性学习的教师丛书，以及二十多篇同行评议的论文。参考文献：Thomson， P., Jones， K. and Hall， C., 2009。创造性地改变整个学校。最终报告。伦敦：创意、文化和教育；英国艺术委员会。参见http://www.artsandcreativityresearch.org.uk。

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.