Principles: Who can apply? In 2013: WA public schools and teacher - - PowerPoint PPT Presentation

Creative Connections: An Arts in Education Partnership Framework 2010 - 2014

Introducing…

Principles:

Who can apply?

In 2013: WA public schools and teacher training institutions

What grants are available?

STREAM 1 = Up to 6 x $30,000 (ex GST)

Stream 1 - $30,000 SCHOOL as APPLICANT

• Minimum of 150 contact hours
• Project starts Term 2, 2014
• Project completed by the end of Term 3, 2014
• Must involve at least one professional artist (min. 3 years exp.) with

WWCC

• Artists may work in any art form or combination
• Project to include professional learning for teachers & artists
• The school must take on the role of Project Manager
• Application assessed against the KEY PRIORITIES and the

ASSESSMENT CRITERIA

The Education Perspective Lorraine Scorer

Principal Consultant (Arts) Secondary Support Department of Education

lorraine.scorer@education.wa.edu.au Tel: (08) 9264 5089

Goals for Arts Education in Western Australia

One: Recognition of the importance of the arts in developing the unique intellectual and personal capacities of all children and young people in preparation for life and work, in an increasingly and challenging and rapidly changing world; and, Two: That all children and young people will have engagement with and be enriched by unique and transforming arts and cultural experiences throughout their schooling. Supported by: DoE STRATEGIES, PLANS, AND FOCUS

• Classroom First Strategy:
• Successful Students;
• Effective Teachers; and
• Good Schools
• Strategic Plan for WA Public Schools 2012-15:

Collaboration between schools will continue to be

encouraged so they can share resources and expertise to benefit students. Partnerships will be strengthened between teachers and parents, and between schools and their communities as well as industry and tertiary providers.

• Aboriginal Education Plan 2011-14

“Public schools, in partnership with communities and

• ther agencies, have the capacity to achieve greater

success in addressing the educational disadvantage experienced by many Aboriginal students.”

• Disability Access and Inclusion Plan 2012-17

Ensure that students with disability continue to access and participate in all aspects of school life. Continue to build capacity for teachers, principals, school staff to support the educational needs of students with disability.

Focus 2013;

“[The Department] promotes the mutual responsibility of schools, parents and communities to address poor student

• Attendance. A whole community approach

approach…is more likely to improve the attendance of individual students while achieving broader benefits for the community.” And finally…

• Attendance Strategy.

Better attendance: Brighter Futures.

• FOCUS 2013

“Explore the innovative use of technology as part of learning and teaching programs; and use increased decision making authority to develop innovative strategies and programs that respond to the needs of students and communities.”

At a National Level: Australian Curriculum

• Seven General Capabilities;

Literacy, Numeracy, ICT Capability, Critical and creative thinking, Personal and social capability, Ethical understanding and Intercultural understanding

• Aboriginal and Torres Strait Islander histories and

cultures;

• Asia and Australia’s engagement with Asia; and;
• Sustainability

Three Cross-Curriculum Priorities:

Rationale “The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging students to reach their creative and expressive potential…the arts play a major role in the development and expression of contemporary cultures and communities, locally, nationally and globally.” The Arts: Dance, Drama, Media Arts, Music and Visual Arts.

The AiR Grants Program

• The Department of Culture and the Arts

and the Department of Education through ArtsEdge; and

• Australia Council for the Arts.

“I think the AIR Project is invaluable in terms of long range culture building in this country and a refreshingly creative approach to Education.” Artist

Professional Learning Opportunities

“I found the professional learning

really great! I learned new skills that are not in the art books.” Teacher

“The greatest lesson for me was that from

this grant I felt like a teacher and was given the opportunity to plan lessons and think about students’ learning outcomes in

• rder to run the program.

As an artist I have never had this

• pportunity before.” Artist

“The artistic outcomes of

this project exceeded my

• expectations. I never

dreamed the students would achieve the level

• f autonomy…that they

did.” Artist “ Working together creatively really built our capacity as a school.” Principal

The Arts Perspective Jane Mitchell

Senior Policy Officer, Young People and Education Department of Culture and the Arts

What is art? What is a professional artist? How do I find one?

What makes a successful AiR project?

Key Priorities:

• Creative Process
• Partnerships
• Innovation
• Professional learning
• Regional & Remote
• Indigenous students
• Students at

educational risk

• Students with disability
• Cultural diversity

Assessment Criteria:

• Partnerships
• Artistic Excellence
• Links to the Curriculum
• Good Planning &

The Use of Resources

Sustainable outcomes: What will the footprint of the project be?

• Professional learning outcomes

– teachers

• Professional learning outcomes

– artists

Funded 2009/Completed 2010

Inglewood Primary School Artists: Leon Hendroff, Joanne Foley & Sanjiva Margio

Funded 2009/Completed 2010

La Grange Remote Community School Artist: Wayne Jeffery

Funded 2009/Completed 2010

Karratha Senior High School (Cluster) Artist: Rachel Ogle & Sete Tele

Funded 2009/Completed 2010

Warburton Ranges Remote Community School Artist: Leon Ewing and Saritah

Funded 2010/Completed 2011

Balcatta Senior High School (Cluster - West Coast PEAC +

Belridge SHS, Padbury SHS, Greenwood SHS, Warwick SHS)

Artist: Susan Hayes

• Facial Reconstruction “Skulls in Schools”
• Project focused on the artistic anatomy of the

face

• Art forms – sculpture and drawing
• PL for teachers / artist further developing her

workshop programs for schools

• National Science Week: August 18, 2011 online

forum with the Artist.

• AIR project outcomes now integrated into

school curriculum

Funded 2010/Completed 2011

Carson Street Independent Public School Artists: Francis Italiano, Rebecca Bradley, Michelle Hovane, Rachel Riggs, Barking Gecko Theatre Company Blog:

http://carsonst.weebly.com/blog.html

“… I am beginning to understand that this process is about laying a foundation of deeper understanding of how to effectively engage these children. We are not sensory theatre experts (yet), we are fledglings finding

• ur way in new territory, cerebral beings learning (on a

very steep curve) about experiencing the world in a physical way. Nor are we disability experts; relative to the teachers and EA’s, our hands on experience is limited, and our education in this field is just

• beginning. So this process is about gaining the

experience and understanding necessary to make informed choices as theatre makers and performers, for how to most effectively engage our audience, whatever their physical and intellectual capacity.”

Rebecca Bradley-Artist’s Blog July 3, 2011

Funded 2010/Completed 2011

Governor Stirling Senior High School Artists: John Macliver, Steve Berrick

Blog: http://snapshotsofchange.net/

Funded 2010/Completed 2011

Melville Primary School ( & Murdoch University) Artist: Louise Snook

Web: http://airmps2011.edublogs.org/

Funded 2010/Completed 2011

North Fremantle Primary School / Artist: Sandy McKendrick

Web: http://www.northfremantleps.wa.edu.au/

Funded 2010/Completed 2011

South Fremantle Senior High School (Cluster - Fremantle PS, Beaconsfield PS, Winterfold PS, Hilton PS,

White Gum Valley PS, Spearwood Alternative PS) / Artists: KULCHA + Darren Reutens, Meng

Jones, Tommy Truong, Djibril Diagne, Freddy Poncin

Blog: http://southfreomusic.weebly.com/hip-hop-harmony.html

Funded 2011/Completed 2012

Atwell College Artist: Janis Nadela

Funded 2011/Completed 2012

Churchlands Primary School Artists: Paula Hart, Sohan Ariel Hayes & Monica Main

Funded 2011/Completed 2012

Harmony Primary School Artist: Paula Hart

Funded 2011/Completed 2012

Nedlands Primary School Artist: Jahne Rees

Funded 2011/Completed 2012

Safety Bay Primary School Artists: Katy Watson Kell, Trevor Walley & Ashley Collard

Funded 2011/Completed 2012

Tom Price Senior High School Artist: Matthew McVeigh

Balingup Primary School Artist: Helen Hulme Challis Early Childhood Education Centre Artists: Sean Avery, Samantha Hughes Hospital School Services: Artist: Charlotte O’Shea

Funded 2012/In progress 2013

North Albany Senior High School Artists: Symantha Parr, David Nile, Annette Carmichael Quairading District High School Artist: Stephen Aiton Yule Brook College Artist: Black Swan Theatre Company

Funded 2012/In progress 2013

“If I had to list some recommendations …I would say you need a list of duties and expectations and clarifications of who is responsible for what…the [project] needs proper planning and lead time.” Project Coordinator

Induction

Acquittal

What we use the information for:

• Case study publication (for

general distribution)

• Content for online case studies
• Content for best practice

exemplars

• Evidenced based research

material

How do you apply?

• Full program details and STREAM 1

application form online at www.artsedge.dca.wa.gov.au

Grant writing tips/principles - overview

• Read the materials first
• Make contact
• Plan! Plan! Plan!
• Seek feedback on a draft
• Stick to the limits
• Be aware of support material requirements
• Check and double-check!

Grant writing tips/principles - overview

Successful applications are the ones where the panel has

• nly one question:

“When do I get to see the results of this project?”

Develop and write your project plan

• Develop your project idea before you start filling in the form
• Involve everyone early on - avoid surprises later on!
• Make sure you have discussed ideas, expectations, roles, fees and costs

with artist, school in planning phase

• More about budgets later…..

Transfer the agreed upon project plan to the application form

• Don’t edit out the juicy bits!
• Use appropriate language
• Avoid jargon, avoid abbreviations
• Don’t just be outcome focussed – the process is important too
• Avoid ‘maybes’, and bold statements that you can’t 100% qualify
• Show your draft to an honest / respected associate

AIR Application Form – some suggestions

• Reapplying for the same AiR project? Seek feedback
• Cross-Check with AiR priorities – page 6 of info pack

“If I had to list some recommendations …I would say you need a list of duties and expectations and clarifications of who is responsible for what…the [project] needs proper planning and lead time,” previous AiR Project Coordinator

AIR Application Form – overview

• Section 1: Applicant
• Section 2: School Community
• Section 3: The Artist(s)
• Section 4: The Project
• Section 5: Curriculum Links
• Section 6: Budget
• Section 7: Support Material
• Section 8a: Declaration – Schools/University
• Section 8b: Declaration – Artist/Organisation
• Checklist

AIR Application Form Section 2: School Community

AIR Application Form Section 3: The Artists

AIR Application Form Section 4: The Project

AIR Application Form Section 5: Curriculum Links

Practical activity

• Why do you want to do an AiR project?
• What can you give to the project?
• What would you like to gain from the project?
• What questions would you like to ask a future project

partner?

• Is there anything you are concerned about?

AIR Application Form Section 6: The Budget

• Seek assistance from your registrar
• Use the format provided in the form
• Avoid guestimates
• Be true and real
• Check and double check

AIR Application Form Section 6: The Budget

Remember:

• Paying artists to attend meetings and briefings
• Artist preparation and travel time
• Appropriate rates of pay
• Relief teachers, etc
• Documenting the project
• Other funding sources – including In-Kind

AIR Application Form Section 6: The Budget

Budget Notes

• Assist in demonstrating financial responsibility.
• Necessary if you are unable to provide adequate

details within the budget format provided in the application.

• Help you show how you determined various

amounts

• Examples?

AIR Application Form Section 7: Support Material

• What are support materials?
• Why are they important?
• More does not mean better
• Call if you are confused

AIR Application Form Section 7: Support Material

• Check requirements in info pack / application

form

• Curriculum Vitae/s
• Artistic Support Materials
• Electronic materials
• Tag stuff
• Budget notes

Practical activity

• If you have an idea for a project, try completing

Section 4: the Project of the application form

• If you are still formulating an idea/partnership, use

the reasons why you want to participate in an AiR project (that you developed earlier) as a starting point for some project ideas.

Key dates 2013-2014

• Application deadline 5pm Friday 27 September 2013
• Applications assessed October
• Notification of successful applications November
• Induction workshops held for STREAM 1 teams February,

2014

• Contracts/Payments by DoE – Gateway Term 1, 2014
• Projects commence Term 2, 2014

Web Links

• www.artsedge.dca.wa.gov.au
• http://www.acara.edu.au/verve/_resources/DRAFT_Australian_Curriculum_The_Ar

ts_Foundation_to_Year_10_July_2012.pdf

• http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-

capabilities-in-the-Australian-Curriculum

• http://www.australiancurriculum.edu.au/CrossCurriculumPriorities
• http://www.det.wa.edu.au/policies/detcms/navigation/corporate-

management/strategic-planning-documents/

• http://www.dca.wa.gov.au/

www.artsedge.dca.wa.gov.au artsedge@dca.wa.gov.au (08) 6552 7300 or Free call (within WA only) 1800 199 090