Wouldn't be good if..?

How to call yourself in the future using skype

We think this could be a really engaging concept to develop literacy, thinking and creativity.

It is worth a look, want to know how it's done??

Family learning

Last year we were involved in a family learning project targeted at young people with low levels of basic or functional skills across the primary and secondary phases.  The project had at its heart a trip to London for children and parents to develop literacy around a creative stimulus which was pre-planned.  We knew that many of the children would not have visited their capital before or had time to view art in galleries - what surprised us was how many parents were also experiencing these things for the first time.  So much for "narrowing the gap".

We are repeating this and will be in London (why always London?) next week to prepare for the family trip next term (over 400 individuals!).  If any one cares to share some creative ideas about how to share an appreciation of impressionist and post impressionist art which translate into some shared family learning I'd love to hear them.  Last year Keith made "teething rings" which were carried around and featured key words to help express emotional responses to art - this is just the sort of practical idea that we need to build in.

I hope that we can learn from this and try a similar project in the North with all of our Year 7's and possibly use it as a vehicle for primary/secondary transition.

A little shining example

Hello Steve and all

Thanks for inviting me here. I am blogging under the name Riddley because it has my surname hidden in it and it's the name of the fictional hero of Russell Hoban's work of genius, Riddley Walker. If you haven't read it buy it for yourself for Christmas. I am a writer and dramatist etc. and I have oft visited West Redcar on creative missions and had a great time there. The school is a little shining example of how creativity can change the lives of young people.

Martin

Creative impact

Has creativity had a big impact on young people in your organisation?

Has it effected your staff?  Any evidence of creative leadership at work?

Have your non specialist colleagues changed any of their practice?

What are we committed to preserve in schools?

Comment here on the benefits of creativity in your organisation and how their loss would diminish your work with young people.

What do you most want to preserve?

How are you going to maintain this work through this period of ever tightening funding constraints?

Who are we?

Comment here when you join the group to describe your organisation, role and interest in this discussion.

Steve Siddell is a deputy head at Redcar Community College (Visual and Performing Arts College and National School of Creativity).

Keth Neasham is a creative consultant working for RCC.

Jeanne Round is leader for the specialism at RCC.

We would like to talk to you and share ideas.