Transaction Search Form: please type in any of the fields below.
Date: April 30, 2024 Tue
Time: 3:36 am
Time: 3:36 am
Results for arts programs (u.k.)
2 results foundAuthor: Stephenson, Martin Title: Access, Participation and Progression in the Arts for Young People on Detention and Training Orders Summary: Arts Council England commissioned a research study in 2002 from the Nottingham Trent University (NTU) to look at access, participation and progression in the arts by socially excluded young people and young people on Detention and Training Orders (DTOs). The research was conducted between September 2002 and April 2003. The fieldwork was carried out by ECOTEC Research and Consulting, working in partnership with NTU. The aim of the research was to examine the extent to which young people on DTOs had access to, and participated and progressed in, the arts. The main objectives of the research were to: • establish benchmarks for access, participation and progression in the arts for young people on DTOs • identify what young people perceive as the critical barriers to their participation and progression in the arts • explore what associated professionals perceive to be the critical barriers to the participation and progression of the young people with whom they work within the arts • establish how far arts interventions are used in the community part of the Detention and Training Order through Youth Offending Teams (Yots) The research consisted of: • a desk study of relevant literature • structured face-to-face interviews with 109 young people on DTOs in custody • a survey of 176 socially excluded young people • a comparison group survey of a nationally representative sample of 471 young people • structured telephone interviews with 33 Yot practitioners • structured face-to-face interviews with seven education managers and nine arts practitioners in secure establishments. This report presents findings from the interviews carried out with young people on DTOs, as well as interviews with education managers, and arts and Yot practitioners. The report also incorporates findings from the control group survey. Details: London: Arts Council England, 2005. 54p. Source: Internet Resource: Research Report 38: Accessed September 1, 2012 at: http://www.artscouncil.org.uk/media/uploads/documents/publications/detentionandtrainingorderspdf_phpIVpLCa.pdf Year: 2005 Country: United Kingdom URL: http://www.artscouncil.org.uk/media/uploads/documents/publications/detentionandtrainingorderspdf_phpIVpLCa.pdf Shelf Number: 126216 Keywords: Arts in PrisonsArts Programs (U.K.)Juvenile InmatesJuvenile OffendersRehabilitation ProgramsYoung Adult Offenders |
Author: James, Nalita Title: Theatre As A Site for Learning: The Impact of Drama on the Development of Oracy Among Young Adult Offenders Summary: This report documents the development of, and findings from, a nine month pilot project joint funded by the Department for Education and Skills (DfES) and Arts Council England. The project explored and evaluated the use of theatre as a site for learning, and the methods and processes of drama as ‘learning tools.’ Of particular interest was the impact of theatre and drama in supporting the personal and social development of young offenders, with particular emphasis on the development of oracy. The project was developed in response to the research gap in exploring the impact that drama and its creative processes can have on young adults at risk of offending, particularly in relation to oracy. Further, this project will explore the under-researched area of the role drama plays in young offenders’ resettlement. The project is situated within the current policy context, which seeks to reduce young adults’ exposure to risks of offending and re-offending, and simultaneously increase their social inclusion. A key strand of this policy development is the recognition of the potential of the arts to engage young adults and positively contribute to their personal and social development. Simultaneously, skills development particularly around literacy, language and numeracy is also seen as an effective response to (re)engaging young offenders with learning and education, and in contributing to a reduction in re-offending. Many art forms such as drama offer excellent opportunities for promoting expression and communication, and are increasingly being used as an explicit means of skills development among young offenders. The project team worked with two groups of young male offenders held in a prison estate in the East Midlands. The young men were aged between 16-25 and were either on remand or had been sentenced to custody at Glen Parva YOI, Leicester. A central element of the research project was engaging the young men in a dedicated ten-week drama programme run once a week in the custodial estate. A grid was created that enabled a shared comprehension and context within which the research team could reflect upon the demonstration and situational appearance of elements drawn from the speaking and listening framework within the Adult Literacy Core Curriculum. The findings demonstrated that: Theatre provided the young men with an informal site for learning. It offered them an environment for learning that involved creativity, and enabled them to challenge preexisting behaviours, beliefs and experiences within a supported, inclusive and managed context. The skills required to access the theatre making process are absolutely concerned with effective communication. The activities the young men were involved in during the drama sessions involved a rich diversity of opportunities to speak and listen. The informality of theatre gave the young men an opportunity to invest themselves in a creative process of discovery; to identify with real situations and draw on their own personalities and experiences in shaping the drama scenes. The creative processes involved in drama provided an opportunity for the young men to shape their identity and skills by reinventing or drawing upon existing personal identities and life experiences. The young men recognised that they were not just learning ‘how to be actors’, but also developing a range of other transferable skills and qualities. The young men’s ‘journeys’ through the drama programme, and following the development of oracy, were never linear. Critically, the drama programme allowed them the time and space to reflect upon their own speaking and listening, as well as explore issues and experiences relevant to their own lives. This had introduced new perspectives and knowledge about themselves specifically in terms of what was achievable for them in employment and/or education, and also in attitudes and behaviour towards other people. In other words, the drama programme had acted as a ‘structural enabler’ in the young men’s learning transitions. The artists’ role to facilitate and support the learning process as a ‘creative facilitator’ as opposed to being a ‘teacher’ was an important approach to learning that underpinned the drama programme, and one which the artists continually reflected upon, and evaluated as part of their practice. The effectiveness of theatre as a site for learning, and the methods and processes of drama in developing the young men’s oracy and personal and social development, contributed to developing an understanding of the processes of their identity formation, and the transition pathways the young men took. This is evident in the (re)engagement of the young men in both the learning taking place throughout the drama programme and the future learning the young men could imagine for themselves. Details: London: Arts Council and the Department for Education and Skills, 2006. 74p. Source: Internet Resource: Accessed September 1, 2012 at: http://shop.niace.org.uk/media/catalog/product/d/r/drama-final-report.pdf Year: 2006 Country: United Kingdom URL: http://shop.niace.org.uk/media/catalog/product/d/r/drama-final-report.pdf Shelf Number: 126230 Keywords: Arts in PrisonsArts Programs (U.K.)At-risk YouthRehabilitationTheatre ProgramsYoung Adult Offenders |