The Centre for Applied and Participatory Arts will:

 

• demonstrate the value of arts and creative approaches to sociopolitical and psychosocial areas of research

• present a coherent public profile, after consultation, that will develop new partnerships, knowledge and understanding

• position itself as a multi-disciplinary research centre which works closely with colleagues in academic schools, research centres and institutes across the University

• refine its mission and activities in 2018 - 2019 through consultation with industry partners drawing on their existing best practices, partnerships and collaborations

 

The use of the arts and creativity across social and public sectors, both local and international, are well known for their benefits in increasing well-being, education and cognitive awareness/understanding across a wide spectrum; from self-awareness and advocacy to policy change. In this vein the arts are often frequently applied across many contexts; from therapeutic interventions with vulnerable groups, community building, professional development (leadership, coaching, facilitation), education (children, young people and school practitioners), action-research for organisational change and Science & Technology (STEAM).

 

A recent report on HEI Knowledge Exchange collaborations published by Virani and Pratt, 20161 analyses collaborations between HEI and industry and sets out a case for a greater role for ‘cultural intermediaries’ to establish trust between academic and industry partners who may have conflicting needs and attitudes in relation to research. Establishing or ‘translating’ rules of participation, they argue, is a key function in successful KE

collaboration. Our experience in applied arts practice, working as cultural brokers and facilitators in different HE, business and community contexts, equips them for this vital role in creating shared values and purpose between partners in KE development. Initial conversations with UEL schools (Cass and Psycho-Social) indicate strong interest in a CAA role in supporting cross-school collaboration and for existing and future activity involving the CAA.

 

CAA will place itself strategically at the centre of conversations that advocate a growing need for training and accreditation for artists, facilitators and teachers working in the arts. The decline in numbers of students taking GCSE and ‘A’ Level in arts subjects since 2010 has been well documented by the Cultural Learning Alliance2. Initial staff research for our scoping study identifies the increasing academicisation of schools and lower budgets for training for staff as significant challenges for schools and teachers who wish to deepen provision for the arts, arts-based teaching and promoting student engagement in creative careers. Scoping conversations with A New Direction (A.N.D), The Arts Council-funded regional agency for the arts for young people have identified opportunities for joint CAA / A.N.D activity in developing accredited training and other initiatives to address these deficits and promote young people’s engagement in courses for entry into the creative industries. Future CAA activity can also address a key need identified by the RSA (2013:7)3 to develop a more strategic role for universities in strengthening education and cultural partnerships.

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1 Virani, T. and Pratt, A. (2016), Intermediaries and the knowledge exchange process The case of the creative industries and higher education in Comunian, R. and Gilmore, A. (eds.) Higher Education and the Creative Economy. Beyond the Campus. Abingdon, Routledge.

2 Cultural Learning Alliance (2012) ‘Henley Review of Cultural Education – Cultural Learning Alliances: Response to Government Cultural Learning Alliance (2011) ImagineNation