Evaluation of the Creative Writing through the Arts CWttA ... · Action research twilight sessions,...
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Evaluaon of the ‘Creave Wring through the Arts’ (CWA) programme for Early Career Teachers Dr Geraldine Davis, Dr Paulette Luff and Dr Ceri Wilson Who is involved? Aims of the CWA project: Anglia Ruskin University is evaluang the CWA project Inial feedback suggests: Teacher acon research evaluaons Evaluaon Contact: Royal Opera House Bridge (funded by Arts Council England) arranging special- ist training and the opportunity to work alongside cultural providers to develop music, drama and visual art acvies that support the new Naonal Curriculum, with a par- cular focus on wring 18 early career primary school teachers, from 13 schools, supported by Billericay Teaching Schools Alliance, Billericay Educaonal Consorum and Billericay Community Trust Anglia Ruskin University, Department of Educaon, Chelmsford. Develop children’s creave wring skills Provide structured support for early career teach- ers to lead acon research on an area of learning for their school Build the case and arculate the value of creave learning in schools Raise schools’ awareness of the value of working in partnership with the cultural sector to develop both curriculum and pedagogy To support the teachers to reflect on the value of the programme through undertaking acon research To evaluate the project and the extent to which the four stated aims of the project are met Support includes: An educaonal acon research day led by Dr P Luff and Dr G Davis. To plan the projects, generate re- search quesons, idenfy baseline data and evidence sources. The teachers have three project cycles, one each term, with the opportunity to engage with a different type of cultural acvity for each of the cy- cles. To evaluate the project and the extent to which the four stated aims of the project are met Acon research twilight sessions, each term, to sup- port reflecons on progress, analysis of evidence and sharing of ideas. The final twilight session will include an overall evaluaon and preparaon for a summave celebratory event. A range of data is being collected for use in evaluang the CWA project. This data includes: school self- evaluaon forms at the start and end of the project; inial and final quesonnaires to ECTs; notes of school visits from the cultural providers; teacher blog posts reporng the acon research (three per term); plus parcipant observaon notes from twilight sessions and the summave event. Teachers are inspired by the opportunies for creave engagement , are already developing confidence and using music in different ways to support development of wring; Children display enjoyment of the acvies, they ap- pear to be more engaged in lessons used to support development of wring, and demonstrate being ‘inspired’, with generaon of a greater range of ideas, evidence of imaginaon, and use of wider, richer vo- cabulary; Schools are benefing through shared plan- ning across year groups and key stages and staff are developing confidence in using and integrang mu- sic within learning and teaching. September 2014-July 2015 [email protected] or paulee.luff@anglia.ac.uk
Transcript of Evaluation of the Creative Writing through the Arts CWttA ... · Action research twilight sessions,...
Evaluation of the ‘Creative Writing through the Arts’ (CWttA) programme for Early Career Teachers Dr Geraldine Davis, Dr Paulette Luff and Dr Ceri Wilson
Who is involved?
Aims of the CWttA project:
Anglia Ruskin University is evaluating
the CWttA project
Initial feedback suggests:
Teacher action research evaluations
Evaluation
Contact:
Royal Opera House Bridge (funded by Arts Council England) arranging special-ist training and the opportunity to work alongside cultural providers to develop music, drama and visual art activities that support the new National Curriculum, with a par-ticular focus on writing 18 early career primary school teachers, from 13 schools, supported by Billericay Teaching Schools Alliance, Billericay Educational Consortium and Billericay Community Trust Anglia Ruskin University, Department of Education, Chelmsford.
Develop children’s creative writing skills Provide structured support for early career teach-ers to lead action research on an area of learning for their school Build the case and articulate the value of creative learning in schools Raise schools’ awareness of the value of working in partnership with the cultural sector to develop both curriculum and pedagogy
To support the teachers to reflect on the value of the programme through undertaking action research To evaluate the project and the extent to which the four stated aims of the project are met
Support includes: An educational action research day led by Dr P Luff and Dr G Davis. To plan the projects, generate re-search questions, identify baseline data and evidence sources. The teachers have three project cycles, one each term, with the opportunity to engage with a different type of cultural activity for each of the cy-cles. To evaluate the project and the extent to which the four stated aims of the project are met Action research twilight sessions, each term, to sup-port reflections on progress, analysis of evidence and sharing of ideas. The final twilight session will include an overall evaluation and preparation for a summative celebratory event.
A range of data is being collected for use in evaluating the CWttA project. This data includes: school self-evaluation forms at the start and end of the project; initial and final questionnaires to ECTs; notes of school visits from the cultural providers; teacher blog posts reporting the action research (three per term); plus participant observation notes from twilight sessions and the summative event.
Teachers are inspired by the opportunities for creative engagement , are already developing confidence and using music in different ways to support development of writing; Children display enjoyment of the activities, they ap-pear to be more engaged in lessons used to support development of writing, and demonstrate being ‘inspired’, with generation of a greater range of ideas, evidence of imagination, and use of wider, richer vo-cabulary; Schools are benefitting through shared plan-ning across year groups and key stages and staff are developing confidence in using and integrating mu-sic within learning and teaching.
September 2014-July 2015
