Forums - Recent Posts http://lonsas.org.uk/forum/recent.aspx Forums - Recent Posts en-us http://blogs.law.harvard.edu/tech/rss Jitbit AspNetForum Thu, 26 Aug 2010 18:17:36 GMT Thu, 26 Aug 2010 18:17:36 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=79 Message from Arts Moderator Thu, 26 Aug 2010 18:17:36 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=40 Message from Kat Hall Thu, 26 Aug 2010 17:41:00 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=79 Message from Kat Hall edited by Kat Hall on 26/08/2010]]> Thu, 26 Aug 2010 17:37:57 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=78 Message from Arts Moderator
To maintain the credibility of the directory, we will be taking down those that have not been updated in the last year (or more).

You can post any questions here or send us an email - we will be more than happy to assist!]]> Thu, 26 Aug 2010 16:42:56 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=77 Message from Maud Milton
Weather permitting, we are now (from 19 August) grouting and putting up in a school playgrounds in Muswell Hill and Camden, the theme is birds.
If you would like to help, please contact Maud (07958 911 315).

We will be working at the schools from 10-5pm, bring old clothes, layers, sun-cream, hat and waterproofs and a pair of marigold washing-up gloves. Food provided for volunteers, good company, a rewarding day, help leave a lasting legacy and you will learn lots. There are no pupils in the schools so CRB police checks are not necessary.

Next week (23 August) there will be a few days in Camden doing the same: get in touch if you are interested.

Anyone wishing to volunteer on mosaic projects in schools (we have one in Bethnal Green, Harrow and Redbridge from September through to the Spring) needs to have a CRB Police check in place, or if you don't have one we can organise it for you. It takes about 5-8 weeks. Through volunteering you will learn tonnes of things about mosaics and teaching too. Two recent volunteers have enjoyed it so much they are going into teacher training.You will certainly learn how to mosaic after a few days with us, all types of tiles, methods of laying in which pattern/styles, cutting techniques and much more. All sessions are run by several Artyface Tutors and we are on hand to help pupils, volunteers, parents, the wider community and everyone who joins in.]]> Fri, 20 Aug 2010 09:34:36 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=76 Message from Artswork
ENYAN National Campaign 2010/11

ENYAN has moved swiftly into action and launched a new national campaign ‘Youth Arts Transforms Lives- FACT !’ which supports the sector at this crucial time when changes to investment in the Voluntary and Community Sector are afoot and affecting projects at national, regional and local level. Following two very successful national campaigns (Creative Consultation with Young People 2006/7 and Young Arts Leaders 2008/9) ENYAN is calling upon the youth arts sector to fight its corner and stand tall in the sound knowledge of its ability to transform lives.

The Campaign was launched with a hugely successful conference at the Royal & Derngate, Northampton on Tuesday 15th June 2010 and attracted over 100 delegates spanning the children and young people’s workforce (with targeted marketing towards those not already offering youth arts provision). At the conference, we outlined the purpose of this important campaign:

• Producing evidence to support key messages regarding the value of youth arts
• Increase knowledge, understanding and support for youth arts by politicians and government ministers
• Making a stronger case to funding bodies to allocate specific funds to youth arts and to provide evidence as to why this is relevant
• Demonstrating the value of youth arts to services supporting hard to reach young people
• Highlighting key national initiatives benefiting the youth arts sector and creating a framework for how they can be delivered at a regional level

A key outcome of this campaign is to equip sector professionals with the evidence to back up their claims and support the long-term sustainability of youth arts.
Being able to offer hard facts about the impact of artistic and cultural activity on young people in informal settings will help you to demonstrate the impact of youth arts to investors and stakeholders.

Showcase your work by submitting your case study!
We are seeking case studies that feature individuals or groups of young people that are/ were between the ages 12-25 when the youth arts project took place. It may well be that you have an interesting story and are now an adult or know an adult whose life was turned around as a result of a youth arts project years ago. As long as you can provide evidence that youth arts transforms lives- we would like to hear from you!

In total we are seeking a minimum of 13 case studies per region to cover the 13 focus topics of the campaign:

• arts a tool for engagement
• overall skill development
• emotional development
• social cohesion/ inclusion
• educational development in informal educational settings
• career development
• youth crime
• health benefits
• economic benefits
• aspiration and attainment
• access to the arts
• artistic excellence and innovation
• cross sectoral advantages

As well as being uploaded on the ENYAN web site (www.enyan.co.uk), your case study may also be chosen to be included within an ENYAN Regional Online Campaign Resource which will be available as a download for you and your partners can use as an advocacy tool and resource for the future. It will also be widely publicised throughout the youth arts sector across England in early 2011.

Please email enyan@artswork.org.uk BEFORE Friday 24th September 2010 to express your interest and you will be sent the case study template. Please do also email us if you are interested in receiving the campaign resource when it is complete.

For full information outlining the campaign background, aims and objectives and for the details of all other campaign activities taking place throughout 2010/11, please contact: enyan@artswork.org.uk
edited by Anna Rubycz on 17/08/2010]]> Tue, 17 Aug 2010 09:59:02 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=41 Message from Laura J Miller Mon, 16 Aug 2010 13:39:17 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=75 Message from Sarah Fatemi
http://www.lonsas.org.uk/content.aspx?CategoryID=1059

If you have any questions regarding this area please get in touch.]]> Thu, 12 Aug 2010 14:58:16 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=71 Message from caribbean workshop
Thanks
Andrea]]> Fri, 06 Aug 2010 22:17:52 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=55 Message from Moderator
Nick Randall, Regional Youth Arts Officer is rallying support for the West Midlands Cultural Offer Hub to review existing partnerships that work to increase the engagement of children and young people with cultural activities

Please click on the link below to take part in this short online survey – this audit of existing partnerships across the region will inform how we move forwards to increase engagement with children and young people. Please go to: link]]> Fri, 06 Aug 2010 11:10:02 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=70 Message from Arts Moderator
More information here: http://www.lonsas.org.uk/uploads/media/75/33136.pdf]]> Thu, 05 Aug 2010 15:00:13 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=69 Message from Moderator
I'm sorry that you are having problems with your profile, there are a couple of things that should help:

Make sure that you regularly press submit at the bottom of each page, especially before moving to a new page so that any data or images that you have uploaded are saved. You can come back to your profile at any point to enter or ammend information, just remember to click submit after changes have been made.

Another tip is to be careful when pressing the back-space or return buttons on your keyboard as this can sometimes take you to the previous page.

I hope that this helps, please let me know how you get on and if you have any futher questions don't hesitate to give me a call: 020 7388 9888]]> Mon, 02 Aug 2010 15:16:19 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=69 Message from jules@appletree Mon, 02 Aug 2010 11:40:30 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=67 Message from Arts Moderator Have you had a look at Creative Choices? Its a careers site for the creative and cultural sectors. There is lots of useful information on different industries and how to get started.
www.creative-choices.co.uk/]]> Wed, 14 Jul 2010 17:43:11 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=67 Message from Sam Macriner Does anyone know of any specialist sources of careers advice for young people interested in working in arts and culture?

Thanks
Sam]]> Wed, 14 Jul 2010 10:17:33 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=66 Message from Arts Moderator
Appearing on the front page of the Independent's Education Supplement:
Shape the future - how mosaics are firing up pupils
edited by Arts Moderator on 01/07/2010]]> Thu, 01 Jul 2010 16:40:11 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=65 Message from Peter Wynne-Willson
It is all wildly out of proportion. Child abuse where it happens is a terrible thing, but so is instilling and perpetuating fear. I believe that as artists and as arts organisations we should be arguing against all of the measures which breed fear and suspicion in our work with children, and not colluding with these systems by competing to be more and more 'safe'. To get into a school in Birmingham nowadays, you often need to pass through a prison entry system, and present your passport or driving licence and your CRB document. This all happened in response to Dunblane first and then Soham. These are hugely rare terrible events, which arguably would not have been prevented by any of the measures that now exist. In response, we are encouraging everyone to trust nobody, and a great deal of damage is being done in the name of 'protection'. I wrote to the Arts Council to ask for the statistics of child abuse by visiting artists, and an indication that the problem was being helped by the current approach. I have as yet received no reply. Is this perhaps because it was not a problem and has never been? Whereas the way schools welcome visitors really is a big big problem, every day, here and now.

I would refer people to Frank Furedi's booklet about this [Licensed to Hug: How Child Protection Policies Are Poisoning the Relationship Between the Generations and Damaging the Voluntary Sector] and I would ask artists working in schools to think about questioning approaches which damage the relationship between children and adults so much.]]> Fri, 25 Jun 2010 07:17:03 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=65 Message from Alice Edwards BBC website. The article by Sean Coughlan details many of the concerns about the proposed system as draconian and 'infringing on civil liberties'.

LONSAS has also provided helpful infomation, with the news feed informing us that:

'Although the Scheme is halted whilst the Government undertakes its review, new safeguarding regulations introduced in October 2009 continue to apply. These include:

•A person who is barred from working with children or vulnerable adults will be breaking the law if they work or volunteer, or try to work or volunteer with those groups.
•An organisation which knowingly employs someone who is barred to work with those groups will also be breaking the law.
•If your organisation works with children or vulnerable adults and you dismiss a member of staff or a volunteer because they have harmed a child or vulnerable adult, or you would have done so if they had not left, you must tell the Independent Safeguarding Authority.'

What's your reaction to the news? Do you think a scheme would have ever worked, or would it have just fostered suspicion, intrusiveness and 'guilty until proven innocent' mentality? And what is the way forward from here?
edited by Alice Edwards on 16/06/2010]]> Wed, 16 Jun 2010 12:29:12 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=64 Message from Lisa Richards
We are a small dance charity looking to setup a performance group with the express intention of providing professional performances and workshops for secondary and further education institutions. We would perform two new dance works followed by workshops that would engage the students in movement analysis, exploration and choreography.

How can you help? We have done our research and feel that having a performance group like this, teaching a workshop in your college or school could help cover a number of requirements on the course specifications. However we understand that everyone is different and has different needs so we are asking for your feedback in the form of this very quick survey (please follow link below or copy and paste if this doesn't work).

http://www.surveymonkey.com/s/DS5FGPM

We really appreciate you taking the time to help us with this research.
edited by Lisa Richards on 15/06/2010]]> Tue, 15 Jun 2010 16:17:44 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=63 Message from Trisha Lee MakeBelieve Arts
this section comes from a press release by the department of education - http://www.education.gov.uk/news/press-notices-new/nationalcurriculum

"ministers also confirmed that they will not proceed with the last Government’s proposed new primary curriculum, which was based on a review led by Sir Jim Rose. The new curriculum was due to be taught in schools from September 2011, but the relevant clause in the Children, Schools and Families Bill did not successfully pass through the last Parliament.

Nick Gibb said:

A move away from teaching traditional subjects like history and geography could have led to an unacceptable erosion of standards in our primary schools.

Instead, teachers need a curriculum which helps them ensure that every child has a firm grasp of the basics and a good grounding in general knowledge, free from unnecessary prescription and bureaucracy.

It is vital that we return our curriculum to its intended purpose – a minimum national entitlement organised around subject disciplines.

Ministers have always made clear their intentions to make changes to the National Curriculum, to ensure a relentless focus on the basics and to give teachers more flexibility than the proposed primary curriculum offered. They will shortly announce their next steps.

In the meantime, the Department has advised schools that the existing primary curriculum will continue to be in force in 2011/12 and primary schools should plan on that basis. "]]> Thu, 10 Jun 2010 15:02:56 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=63 Message from Trisha Lee MakeBelieve Arts
The Rose Report focused on creativity, and the importance of learning to learn and developing the skills in children to enable them to meet the challenges of the 21st Century. Employers have identified Creativity and one of the top 10 skills they look for in employees. The skills our children need are not about remembering facts so they can do well in exams, they are about thinking about thing in different ways, finding new solutions, exploring prossiblities.
The current education system is designed for the industrial revolution, but we are in the digital age.

in 1998 Ken Robinson led a national commision on education and the economy for the UK Government bringing together leading business people, scientists, artists and educators. The report was called All our Futures and it is still just as relevant 12 years later. But now the situation is at crises point.
Watch the You tube video Shift happens which shows how important it is that we empower our children and give them the skills they need to be part of a global economy. The world is changing, and we need to change with it.

Here is the link to Shift Happens

http://www.youtube.com/watch?v=QeoKQbT8BKs]]> Thu, 10 Jun 2010 14:16:13 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=63 Message from Rosa Shreeves where I was sometimes berated for, 'staring into the distance!'

The talk was a living example of Ken's dictat of Intelligence as a diverse, dynamic, interactive and distinct process.

I connected with the idea that creativity often comes about from different disciplinary ways of seeing things. Often, movement, words and images appear to
be part of the same organic experience of creativity. Given space, one thing leads to another.

I am reminded of occasions where wonderful, unexpected, disparate events occur in the dance making process. How a meaningful creative experience is different from 'thinking about' an idea and about how the details of form and structure will often develop from the dance itself in an organic fashion.

For me, stepping into the dark of the unknown can be scary but liberating. Ken's talk was totally engrossing because it brought together different strands of
thought; information, stories, turning ideas around and personal insights with underlying universal connections. His stories were from his observations, very
different from explanations and formulas. I remember the diversity of children's responses and how respect for that helps them to develop in all manner of ways.

Memorable phrases from Ken include:
‘people who had to move to think’
‘the gift of the imagination’ and, movingly
‘see our children for the hope that they are’.

i will share this talk.

Finally, I remember watching Andre Fortier, the famous Canadian dancer, perform out of doors in the forecourt of Liverpool Street Station. Sitting on a wall behind me was a boy, about seven years old, with his father.

‘What’s he doing Dad?’
‘I don’t know son.’
‘Is he drunk?’
‘I don’t know’
‘I know what he’s doing. He’s making it up. He’s making it up!’]]> Mon, 07 Jun 2010 10:33:23 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=63 Message from Sarah Fatemi
His views seem very rational and intuitive but how realistic are they to attain? Where and how do we start the learning revolution?]]> Thu, 03 Jun 2010 16:57:16 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=63 Message from Rosa Shreeves

Alice Edwards wrote:

Hi everyone,

In recent days the team at MakeBelieve Arts has been watching and listening to the thought-provoking talks by creativity expert, Sir Ken Robinson. Ken believes in fostering creativity and revolutionising education from standardisation to personalisation.

For anyone who's interested, his clips are most definitely worth a watch.

For Ken's 2006 talk on creativity in schools, follow this link

For Ken's latest video from February 2010 on revolutionising the education system, follow this link


Any thoughts? ]]> Wed, 02 Jun 2010 17:19:27 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=63 Message from Daisy
‘Understanding the arts’ is described as one of the six areas of learning, and seems to be on a par with other subject areas. It is described as follows:

The arts are a source of inspiration, enjoyment and fulfilment. They provide contexts in which children learn to express their thoughts and emotions, use their imaginations, experiment and develop creativity…. read more here

Some schools are already using the new primary curriculum. Can anyone comment? Is this as radical as Sir Ken’s suggestions? Have you been involved in teaching or designing schemes of work around the new curriculum?
edited by Daisy on 01/06/2010]]> Tue, 01 Jun 2010 14:52:55 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=63 Message from Alice Edwards
In recent days the team at MakeBelieve Arts has been watching and listening to the thought-provoking talks by creativity expert, Sir Ken Robinson. Ken believes in fostering creativity and revolutionising education from standardisation to personalisation.

For anyone who's interested, his clips are most definitely worth a watch.

For Ken's 2006 talk on creativity in schools, follow this link

For Ken's latest video from February 2010 on revolutionising the education system, follow this link


Any thoughts? ]]> Fri, 28 May 2010 15:45:50 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=62 Message from Alice Edwards One in five UK children aged between seven and fourteen has never receieved a handwritten letter.


News has emerged that one in five UK children aged between seven and fourteen have never received a handwritten letter, and one in ten have never handwritten a letter themselves.

The research, commissioned by World Vision, has revealed that rather than putting pen to paper, children are increasingly using social networking sites, text messaging and email to build and maintain relationships.

The impact of modern technology on children is far-reaching, with many positive effects. But what does it mean for the lost art of letter-writing, and what are the broader implications for literacy and learning?

Sue Palmer, a child education expert, is quoted in the Guardian, saying, "If children do not write or receive letters, they miss out on key developmental benefits. Handwritten letters are much more personal than electronic communication.

"By going to the trouble of physically committing words to paper, the writer shows their investment of time and effort in a relationship...Painstakingly maneuvering the pencil across the page, thinking of the best words to convey a message, struggling with spelling and punctuation. It is, however, an effort worth making, because it's only through practice that we become truly literate...If we care about real relationships, we should invest in real communication, not just the quick fix of a greetings card, text or email."

The UK is increasingly technological and online; sometimes it's easy to forget that learning, be it social, emotional or educational, is all about relationships. For children, it's about how they relate to the concept of learning, how they relate to their teachers, and how they relate to their peers. These all impact the learning experience.

At MakeBelieve Arts, we believe in the power of real communication, of storytelling, and discovering the voices of creativity in all children. An essential part of fostering the development of literacy in children is encouraging creative expression - be it theatre, music, dance or writing. We believe that what starts with a pen and piece of paper can end with real relationships and lifelong learning.

You can find the Guardian article through the following link:

http://www.guardian.co.uk/education/2010/may/21/children-do-not-write-letters

What do you think? What are ther broader implications for literacy and learning here?]]> Thu, 27 May 2010 12:36:51 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=61 Message from Alice Edwards One in five UK children aged between seven and fourteen has never receieved a handwritten letter.


News has emerged that one in five UK children aged between seven and fourteen have never received a handwritten letter, and one in ten have never handwritten a letter themselves.

The research, commissioned by World Vision, has revealed that rather than putting pen to paper, children are increasingly using social networking sites, text messaging and email to build and maintain relationships.

The impact of modern technology on children is far-reaching, with many positive effects. But what does it mean for the lost art of letter-writing, and what are the broader implications for literacy and learning?

Sue Palmer, a child education expert, is quoted in the Guardian, saying, "If children do not write or receive letters, they miss out on key developmental benefits. Handwritten letters are much more personal than electronic communication.

"By going to the trouble of physically committing words to paper, the writer shows their investment of time and effort in a relationship...Painstakingly maneuvering the pencil across the page, thinking of the best words to convey a message, struggling with spelling and punctuation. It is, however, an effort worth making, because it's only through practice that we become truly literate...If we care about real relationships, we should invest in real communication, not just the quick fix of a greetings card, text or email."

The UK is increasingly technological and online; sometimes it's easy to forget that learning, be it social, emotional or educational, is all about relationships. For children, it's about how they relate to the concept of learning, how they relate to their teachers, and how they relate to their peers. These all impact the learning experience.

At MakeBelieve Arts, we believe in the power of real communication, of storytelling, and discovering the voices of creativity in all children. An essential part of fostering the development of literacy in children is encouraging creative expression - be it theatre, music, dance or writing. We believe that what starts with a pen and piece of paper can end with real relationships and lifelong learning.

You can view the Guardian article through the following link:

http://www.guardian.co.uk/education/2010/may/21/children-do-not-write-letters

What do you think? What are the broader implications for literacy and learning here?]]> Thu, 27 May 2010 12:33:30 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=60 Message from Sarah Fatemi
All images used will be credited on the website.

All images submitted must have the appropriate permissions in place. For further information please follow the link.]]> Wed, 26 May 2010 15:00:55 GMT http://lonsas.org.uk/forum/messages.aspx?TopicID=59 Message from Josie Warshaw AVAILABLE FROM 1st July 2010 3 Year Lease (negotiable)
£7000 p.a. inclusive of heat, light and water + £450 building insurance
10 m x 2.4 m www.paddingtonarts.org.uk
Close to the Harrow Road and transport links
32 Woodfield Road London W9 2BE
Light, airy, comfortable space in a community based arts building with access to additional spaces when needed for meetings / events / dance rehearsals / digital media

Telephone 0207 286 2722
E mail: josie@paddingtonarts.org.uk
or
sharon@paddingtonarts.org.uk]]> Wed, 19 May 2010 15:11:10 GMT