At this point in time more than two thirds of the East Riding of Yorkshire's schools have participated in the initiative at some time.

Creative Contexts for Learning offers an opportunity for schools to engage directly with Arts professionals and as a result has become an important vehicle for change by stimulating excitement, enjoyment and encouraging co-operative creativity.

- David Mell, Organiser/Teaching and Learning Consultant, Creative Arts

The initiative has twice been inspected by HMI, in 2002 and 2003 and it was also a reference point for the QCA's research into the nature of creativity.

Many individual schools and other LEAs have adopted the Creative Contexts for Learning model and 'creative contexts' has become a part of many schools' learning and teaching vocabulary.

Creative Contexts for Learning offers an opportunity for schools to engage directly with Arts professionals and as a result has become an important vehicle for change by stimulating excitement, enjoyment and encouraging co-operative creativity.

It has had a radical effect on teaching and on the learning of large numbers of children.

It has helped to engage and motivate and enhance the achievements of many children from the less able to the gifted and talented.

Creative Contexts for Learning runs on a fairly small budget but has a big effect on those involved.

As will be evident from the brief descriptions and accompanying images many schools have undertaken some original and innovative work and many pupils have shown considerable gains in their learning as a direct result of the first-hand experience of working alongside professional Arts practitioners.

Key features of Creative Contexts for Learning include the recommendation that schools should have some element of opportunity for the wider community and that they should choose one or possibly two Arts professional at most to be resident in school for a sustained period or for regular visits over time.

The belief being that immersion in an Arts activity and the development of a close working relationship with an artist pays greater dividends and is much more fulfilling for pupils, teachers and for artists.

This philosophy has been endorsed by research findings by the NFER.

Their Report 'The Arts Education Interface: A Mutual Learning Triangle?' [Harland et al. NFER 2005] which states that substantial benefits can be gained by ensuring that all three main participant groups are fully engaged in, and learn from, the Arts intervention and its legacy.

Many schools choose to hold after-school workshops and open afternoons as their wider community aspect many of which are well received and help to promote not only the schools activities but also to further the understanding of the role of the professional artist.

It must be stressed that Creative Contexts for Learning is not purely about outcomes it is about process.

Schools are asked not focus too firmly on the physical results e.g. a sculpture in the school grounds, but more on the development of skills including practical Arts and thinking skills.

If a sculpture, a musical composition or a film is a natural outcome of the process and relationship with the Arts professional then that is a bonus.

Creative Contexts for Learning uses classroom-based, action research to measure pupil progress and gains made in learning, both in their chosen art form or forms and in core areas of the curriculum.

Other supporting evidence includes initial and final assessments, questionnaires, Co-ordinators Reports, SAT results and Oftsed Reports.

Creative Contexts for Learning takes place over the course of an academic year.

The autumn term sees the official launch take place as well as planning and initial assessments.

The spring term is when the bulk of artist residencies and creative activities take place and then the summer term is when the final assessments and report writing takes place.

Activities are concluded with a celebratory exhibition in the stunning setting of Beverley Minster, which takes place from late June into early July.

Each school has a nominated Project Co-ordinator who is the key person with responsibility for steering the Project in school and who liaises with the School Improvement Service's Teaching and Learning Consultant [Creative Arts].

With support and advice from the TLC the school Co-ordinator establishes the shape of the school Project and employs a suitable Arts practitioner for a residency in school to make the experience a positive and fulfilling one for all concerned.

Regular meetings for co-ordinators take place during the year. In order to make an assessment of pupil progress and gains made in the chosen Art form and in core areas of learning Creative Contexts for Learning uses a classroom-based, action research methodology.

Please use the addresses provided to contact us if you would like more information, or you would like to contribute information or resources for publication on the site.

David Mell, Teaching and Learning Consultant, Creative Arts
Tel: (01482) 392466
E-mail: david.mell@eastriding.gov.uk