Case Study 1:
- Russell Prue describes himself as a ‘broadcaster, author and educator,’ and through his work has extensive experience of working creatively with young people and the wider education sector. Through his company Anderton Tiger, Russell designs and helps to implement Live Education Stations for schools aimed to engage with learners of all ages and abilities to teach them valuable skills such as creative problem solving. Since qualifying as a Lead Creative Practitioner in 2016, Russell has worked at three schools on behalf of the Lead Creative Schools (LCS) Scheme. To date his involvement in the scheme has been primarily with Cathays High School in Cardiff.
- Russell first got involved with the LCS scheme when he was approached to work with Cathays High School after delivering a keynote speech at the Arts Council’s annual conference. Following this, he was contacted by the Arts Council and encouraged to apply for funding. In order to prepare for his role, he attended the creative learning workshops which he felt were “excellent” and prepared him well for working one on one with pupils. Thanks to both this training and his prior experience, Russell felt very well prepared to work with teachers and pupils on the projects. However, when asked about the administrative requirements of the application process he reflected that these were extensive and took his time away from working on his other active projects.
- The primary objective of his work was to improve creative outcomes, language, confidence and literacy levels amongst young people aged between twelve and fourteen (mixed genders) who had been pre-chosen by school based on literacy and numeracy levels.
- The aim was to develop collaborative based projects which provided a legacy for each school.
- The activities delivered in the schools centred around assisting pupils to produce radio broadcasts. These broadcasts involved putting on shows and covering topical issues such as the news and current affairs, and students were encouraged to develop their own content. All broadcasts were ‘live’ with parents and listeners being encouraged to phone in with comments or questions. The radio broadcasts typically ran for one hour each Wednesday afternoon for a period of 12 weeks at each school and covered topics such as Knife Crime, Climate Change Protests, Agony Aunts, and ‘Conspiracy Theory of the Week’. Sessions were led by Russell, although teachers were integral to supporting the learning process.
(Source: https://andertontiger.com/workshops/ 2019)
- In order to help shape the working practices of teachers, Russell encouraged them to be more flexible in their approaches and, where appropriate, let pupils “take the lead on their learning”.
“It is very much a collaboration. I’m only ever there in the background, it is the students who do the work, it is very much student led. I wanted it to be student focused, where they can talk about the things that matter to them.”