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The Bacc for the Future campaign, the Cultural Learning Alliance and What Next? has launched Arts in Schools, an advocacy toolkit designed to inform, help and inspire advocates to take action against the downward trend of the arts in schools.
Arts in Schools is a useful toolkit for arts activists and teachers to refer to and use when advocating and championing arts education. The pack includes vital information and advice to help make the case to keep arts in schools, including how to write letters to local MPs and Councillors, the National Schools Commissioner and members of the Education Select Committee.
Download the arts advocacy toolkit using the link at the bottom of the page or visit www.baccforthefuture.com/campaign-resources.html for more information.
Britain has a rich and varied cultural offering: it is known internationally for outstanding arts and heritage attractions, from world class museums, galleries and theatres, to heritage sites and attractions which are the focal point of local communities. Our national treasures range from old masters and West End shows, to contemporary dance and cutting-edge festivals. In the last Parliament, our predecessors considered the work of the Arts Council England, and concluded that there had been an arts funding imbalance in favour of London at the expense of tax payers and lottery players in other parts of the country. We wanted to follow up on this inquiry to examine how the culture sector throughout the country is coping with the current difficult economic situation.
The Cultural Education Challenge asks art and cultural organisations, educational institutions and local authorities to come together to drive a joined-up art and cultural offer locally, to share resources and bring about a more coherent and visible delivery of cultural education through Cultural Education Partnerships.
This report is the starting point for a conversation about how the UK’s exit from the EU can deliver the best outcome for arts and culture. It encompasses a survey the Arts Council undertook with more than 1,000 artists and cultural organisations, assesses those responses against other available evidence, and attempts to highlight the most important issues.
A resource by the New Local Government Network about Local Authorities supporting local art and culture.
This toolkit was created in 2014 to highlight some of the challenges and opportunities of working more closely with Local Authorities.
Our focus on engaging MPs continues but this time with a focus on the local picture. This resource is about engaging your local MPs with top tips, step by step guidance and some useful key facts.
An ambition to achieve, throughout England, both equity in access to opportunities for participation and learning locally and excellence in training, production and presentation.
Understanding the value of art & culture presents the outcomes of the AHRC’s Cultural Value Project which looked at how we think about the value of the arts and culture to individuals and to society. This report sets out the often striking findings of the Project’s work. Some 70 original pieces of work collectively make up the Cultural Value Project – a mixture of new research, critical reviews of the literature and specialist workshops.
This document details the case for culture and the arguments, asks and priorities that the National What Next? movement presented to the Treasury in 2015 in the run up to the Spending Review.
This briefing from the Cultural Learning Alliance covers all aspects of the Department for Education’s English Baccalaureate consultation Nov 2015 -Jan 2016. It details the main arguments as to how the planned reforms affect the teaching and learning of the arts in schools, and links to evidence on the current picture.
This guide includes some simple ideas about how the arts, culture and creative industries can engage with the democratic process. It includes a ‘how to’ guide to holding a hustings in a cultural venue and ways to contact your MP.
It was produced by What Next? Young Vic in partnership with UK Theatre in 2015.
Following a conversation at a What Next? meeting about the difficult situations cultural organisations can find themselves in when an action sparks controversy – for example, the presentation of a divisive piece of work, or a contentious sponsorship deal – What Next? has produced some practical guidance on ethics. The guidance responds to contributions from organisations across the UK to a What Next? survey on the subject of ethical and reputational challenges and is intended to help leaders meet such challenges with a greater sense of confidence.
“In working to sustain a thriving, vibrant and at times challenging cultural sector, there will be tricky decisions to make and the need to handle difference of opinion. In an increasingly complex world, the more that can be done to approach contention with courage and a zest for debate, the healthier our cultural and civic life. This guidance has been compiled to encourage bold, yet measured decision-making…”
Régis Cochefert, Director, Grants and Programmes, Paul Hamlyn Foundation
Many of the ideas in the document come from survey contributions and the content has been discussed and tested by an advisory group. It has been further informed by interviews across the sector and more widely. It does not attempt to offer definitive answers and every organisation will want to use it in different ways, taking and embedding what is useful to them. We hope the prompts and suggestions are useful and welcome feedback via email.
A Right to Culture for Every Child is the manifesto document of the Cultural Learning Alliance (CLA).
“The right to culture for every child must be a cornerstone of our national cultural and educational policy. We must ensure equal access for all children and young people to quality arts, cultural and creative learning opportunities.
Nearly 25 years ago the world made a promise to children. The UN Convention on the Rights of the Child – to which the UK is a signatory – states that all nation signatories shall ‘respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity’…”