How do we know what cultural learning can do? Here are some of the most compelling pieces of research that we have found...
If you have evidence of the impact of your cultural learning work and would like to share that with us, please email us
with details – include a short description of the project and impact that has been evidenced. Enter the website details for the evidence report if there is one. Otherwise we'll be in touch to receive a copy from you.Read More:
||The one report you need to read
CASE is a programme of strategic research led by DCMS. This report explores the debates around cultural value, and considers the meaning of culture and the reasons why the evaluation of culture is such a difficult task. It also summarises the evidence we do have about the impact of cultural activities on children and young people’s attainment.
This provocation paper has been written by Emrys Green, who feels young people should be respected as artists and practitioners of today who can inform the direction and development of cultural organisations.
Top 10 list:
The contribution of the arts and culture to the national economy Centre for Economics and Business Reform, 2013
A report on the economic value of arts and culture, commissioned from the Centre for Economics and Business Reform. Take a look at the section on impact on education. There is also some useful information on the impact of the arts and culture on Higher Education.
Teaching and Learning Toolkit Education Endowment Fund, 2013
The Toolkit is a live resource which is updated on a regular basis as findings from EEF-funded projects and other high-quality research become available. The toolkit ranks different interventions in order of effectiveness. Arts participation ranks about halfway up the table and you can read what the EEF say about its effectiveness here.
The impact of Creative Partnerships on the wellbeing of children and young people University of Cambridge, 2012
This explores how the Creative Partnerships programme affected student wellbeing and the degree to which creative approaches became embedded in areas of the curriculum other than those directly involving creative practitioners. The researchers discuss approaches to creativity and creative learning.
In Harmony Liverpool interium report year two, Liverpool Philharmonic, 2011
This report shows there is clear evidence of significant improvement in achievement by children taking part in In Harmony. This is strongly supported by attainment data, Ofsted reports and triangulation of data from parents, teachers and pupils. There is significant and triangulated qualitative evidence that self esteem, self confidence and well being have increased and remain high.
Learning: creative approaches that raise standards
, Ofsted, 2010
This report illustrates how 44 schools used creative approaches to learning, and evaluates the impact on pupils’ achievement and personal development. Examples of good practice often involve cultural and arts practice or using cultural resources as a stimulus for learning.
Summer Arts Colleges 2009 Final Outcomes Report, Arts Council 2011
Summer Arts Colleges comprise an intensive six-week programme intended for high-risk young people. This report evidences that generally, long-term participation brings about a significant reduction in the offending rate after the programme and increases in literacy and numeracy levels.
The Costs and Benefits of Creative Partnerships
, CCE, 2010
PricewaterhouseCoopers was commissioned by CCE to prepare a report that analyses the economic costs and benefits of Creative Partnerships. Expressed as a ratio of the benefits to the costs, they estimate that every £1 invested in the programme delivers £15.30 worth of benefits.
An evaluation of Stand up for Shakespeare Executive summary
and Full report
This report indicates that the RSC’s Learning and Performance Network has improved the quality of teaching and learning Shakespeare, progressed teacher and learner confidence, and developed awareness of performance as a school improvement strategy.