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WELCOME TO
CAPA
CENTRE OF APPLIED AND PERFORMING ARTS
The Centre for Applied and Participatory Arts (CAPA) is an exciting new venture which develops socially-engaged arts practice with partners in publicly-funded services in Education and the NHS, third sector, non-profit organisations and NGOs. CAPA will deliver consultancy, research, training and CPD in a range of settings within the University and beyond
WELCOME TO
CAPA
CENTRE OF APPLIED AND PERFORMING ARTS
The Centre for Applied and Participatory Arts (CAPA) is an exciting new venture which develops socially-engaged arts practice with partners in publicly-funded services in Education and the NHS, third sector, non-profit organisations and NGOs. CAPA will deliver consultancy, research, training and CPD in a range of settings within the University and beyond
The Centre for Applied and Participatory Arts (CAPA) is an exciting new venture which develops socially-engaged arts practice with partners in publicly-funded services in Education and the NHS, third sector, non-profit organisations and NGOs. CAPA will deliver consultancy, research, training and CPD in a range of settings within the University and beyond.
WELCOME TO
CAPA
CENTRE FOR APPLIED AND PERFORMING ARTS
THE TEAM
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Dr Martin Heaney
Co-founder of CAPA
Co-Programme Leader of DATP at the University of East London
Martin Heaney is Senior Lecturer in Applied Theatre at the University of East London. He is also Co-Director of HertsCreation, a community interest company which develops creative learning programmes and works with the arts in a range of community settings.
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Dr Sheila Preston
Co-founder of CAPA
Head of Performing Arts at the University of East London
Sheila Preston is Head of Performing Arts at the University of East London. Sheila co-edits, with Michael Balfour, the book series Applied Theatre published by Methuen/Bloomsbury press. Her book in the series entitled Facilitation: Pedagogies, Practices, Resilience was published in September 2016.
CENTRE FOR APPLIED AND PARTICIPATORY ARTS
The Centre for Applied and Participatory Arts will:
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demonstrate the value of arts and creative approaches to sociopolitical and psychosocial areas of research
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present a coherent public profile, after consultation, that will develop new partnerships, knowledge and understanding
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position itself as a multi-disciplinary research centre which works closely with colleagues in academic schools, research centres and institutes across the University
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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
AIMS AND OBJECTIVES
Overall aim: To develop and innovate socially relevant arts-based research, pedagogy and applied practice that engages with and responds to real-world needs and problems. In so doing, the Centre for Applied Arts will flagship the role of the University in playing an important role in the civic life of local and global communities and build UELs reputation in providing this core role.
Sub aims:
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To consolidate, bring together, and enrich the practice of applied researchers, consultants and innovators across the university where there is common focus or potential in the uses of the arts for social and public benefit.
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To develop external visibility and presence as a hub that facilitates cross-disciplinary practice and research in order to advance the possibilities of applied research and practice in social and public life.
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To develop and lead on pedagogical practice for civic engagement, facilitating, where possible, the participation of students in applied practice and research.
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To work towards a financially sustainable model.
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To monitor the impact of the Centre’s work in a range of social settings.
Objectives (over the first three years) addressing the sub-aims (above)
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To champion a rigour of intellectual and critical engagement with the uses of the arts in applied settings.
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Establishing fora for exchanging ideas between applied arts practitioners, academics and professionals in other industries to develop future collaborations and funded activity through seminars and workshops across UEL.
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Share practice and to grow membership and alliances with the Centre. Grow and support new projects across the University and beyond.
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Develop and sustain a series of key projects in alignment with appropriate external stakeholders and partnerships with key organizations that respond to social agendas and imperatives. Existing plans are as follows;
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Work towards nationally recognized accreditation and training opportunities in applied arts practitioners and practitioners in non-arts settings.
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Speech bubbles research
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Mental health and performance
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Other projects proposed and led by colleagues across the University
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Develop Speech Bubbles and other models as a case study of innovative pedagogy alongside others projects such as the Care Leavers project, and student facilitation/mentor projects in collaboration with the head of education and community partnerships at UEL.
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Respond to external requests from partners in education, the cultural industries and SME’s to provide consultancy, training and evaluation using the arts and creative approaches to learning and development.
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Monitor indicators of success through the publication of evaluations, reports and journal articles.
WORK UNDERTAKEN 2015 - 2018
BRIEF REPORT OF WORK UNDERTAKEN BY MEMBERS PRECEEDING 3 YEARS
Sheila Preston developed Newham Speech Bubbles (in partnership with London Bubble Theatre Company) into a unique model of long term HE civic engagement practice in local schools that involves students using story drama to enhance the well-being and communication of children with communication difficulties. In 2015 Newham Speech Bubbles has impacted on 60 children in Newham with speech, language and communication problems, and has trained and involved staff and students from Health, Psychosocial, Education and Applied Theatre. As a model of sustainable practice Speech Bubbles is income generating and aims to grow and increase into schools across Newham over the next four years and to develop research outcomes.
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Martin Heaney has recently worked as a consultant for Prosper a multi-disciplinary ACE-funded programme in East Kent for The Map Consortium and Canterbury Festival supporting innovative arts sector, HEI and voluntary sector partnerships which generated additional income of £162,000 on original grant allocations of £150,000. As Co-Director, he also led an ACE-funded research and development project Encounter for HertsCreation CiC which investigated the links between art-making and emotional well being for young people with mild depression and anxiety.
For full application – add an example for Ananda, Liselle, and dominics work .
GALLERY
PLANNED ACTIVITY 2018 - 2021
The following projects are not exhaustive but represent some key activity by the directors of the Centre.
Expand Newham Speech Bubbles into Newham schools innovating good practice and publishing on pedagogical practice in student employability. Sheila Preston is piloting research is being piloted into the impact of Speech Bubbles, nationally on practitioners (art facilitators and Teaching Assistants), and school cultures. Dr Heather Price (Social Sciences) is also conducting a comparative study of the impact of Speech Bubbles on children’s learning, development and wellbeing.
Martin Heaney has been commissioned by A.N.D and the Education Commission as evaluator for My Creative School a 3-year long programme of artist-teacher partnerships in primary schools funded by Paul Hamlyn. The programme is designed to develop teacher leadership and to disseminate learning in future stages throughout the Commission’s schools in the Archdiocese of Southwark and through accredited teacher training programmes. Income from the evaluation (£12,000 per annum) will be paid to the CAA.
The CAA will collaborate with QMUL and UEL’s widening participation team on a Higher Education care leavers project that will work to develop best practice for HEI support for care-leavers.
Offer CPD opportunities within UEL regarding the creative uses of the arts as applied practice.
Evaluation. Building on existing staff expertise, the CAA will also market staff skills and knowledge in evaluation of applied arts interventions and arts-based social regeneration programmes.