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- 1. Future Views: Planning with the people of the future Supporting consultation about the future with young people to shape local Cultural Education Partnerships
- 2. Stand somewhere on the line Where is your future vision from dystopia to utopia?
- 3. ”I was too tired” “My friends wouldn’t come” “I didn’t know about it”
- 4. Drivers of change: Mapping the context
- 7. Relationship as lever for change Internal Things I can control or influence External Things I have less power over Relational
- 8. Key insights: External factors • Economic, political & environmental change factors present the biggest challenges. Will affect resources profoundly: materially and socially. • But, technological advances (e.g. 3D imaging, data analysis) offer many opportunities to creatively tackle these problems. • Need to face challenges by deepening collaborations, thinking systemically, opening to digital creativity and involving young people in our future plans.
- 9. Key insights: Relational factors • Digital technology is only one of many drivers for change in education and future skills. • Although some aspects of technology are perceived by CYP to be a threat, particularly the automation of jobs, there are many positive opportunities for harnessing technology to develop creativity, empathy and problem- solving. • Progress threatened by Govt cuts and education reforms and Brexit.
- 10. Key insights: Internal factors • CYP highly conscious of a challenging future; accredit stresses to wider global issues and high-stakes academic curriculum. • Social division also identified as problematic. Key to community resilience is ensuring people collaborate and know how to defuse tensions. • Interventions through cultural learning will help address these issues, empowering CYP to be cultural leaders and creative innovators.
- 11. • 21st C jobs - unimaginably different? • Imagine with data trends + critical uncertainties. Think of capacities not jobs. • Tech geared more to grand challenges: social and environmental problems • Emotional labour: defusing conflict and caring • Imaginative labour • Reconnect to place: remote work, local supply post-Brexit The people the future need…
- 12. Far Future: It’s all in the imagination
- 14. Future Assembly (Annette Mees) • Pilot emerged post-Referendum • Brought together teens & over 60s, to create aspirational visions of the future. • 1st Assemblies took place in Liverpool, Exeter, Ipswich, Newcastle & London. • Mirrors creative process; merging techniques from theatre, creative writing and future visioning. • Allows participants to cross existing divides and co- create values, visions and policy manifestos.
- 15. • Preparation: open up the imagination and create an ensemble • Incubation: create a multitude of ingredients and ideas of future visions • Investigation: research, question & deepen initial ideas • Kill your darlings: zoom in on the most important ideas • Implementation: crystallise ideas into a shared manifesto & create instant results through personal pledges Annette’s recipe
- 16. Matrix technique Using a matrix to create four possible scenarios. Helps imagine beyond existing frames.
- 17. Two Degrees festival Artists commissioned by Arts Admin to help audiences discuss future scenarios around climate change. Used strong visual devices and humour.
- 19. Look Out Andy Field worked with children to devise one-to-one conversation with audience about their future place, a tour from a high viewpoint.
- 20. Future Views
- 21. Now Near Future Far Future Identify the current drivers for change.
- 22. Now Near Future Far Future Identify the current drivers for change. Focus on the impact. What will this mean?
- 23. Now Near Future Far Future Identify the current drivers for change. Focus on the impact. What will this mean? Develop ideas. What new things will exist?
- 24. Now Near Future Far Future Identify the current drivers for change. Focus on the impact. What will this mean? Develop ideas. What new things will exist? Imagine What will our future world be like?
- 25. Young people said… Worried about: • Environmental change • Automation taking jobs • Creative opportunities being squeezed Hopeful about: • Technology offering solutions • Being different and forming a ‘creative army’
- 26. More cultural access, more agency However, young people’s sense of agency to influence these worrying factors varied according to locality and subject focus. Those with most access to cultural practice had most sense of agency in relation to wider issues.
- 27. What’s Next? Using consultation to shape strategy around a shared ‘Why’
- 29. Relationship as lever for change Internal Things I can control or influence External Things I have less power over Relational
- 30. Internal Need to develop capacities for play & arts External Need to develop capacities for work & social action Relationship as lever for change Relational Develop capacities by learning together
- 31. Quotes from Future Views participants: “Some people see the arts as a luxury, but actually we see it as a need, as it gives you a chance to cool off, almost like therapy.” “People will be left to educate and access culture themselves from technology”. “Robots will take our jobs away”.
- 32. Take this quote as an example “If you don’t succeed in the core subjects, life will be over”. What WHY does it give you to plan cultural learning for the future? What levers of change can you pull?
- 33. InternalExternal Relationship as lever for change Relational “If you don’t succeed in the core subjects, life will be over”
- 34. Meaningful consultation with YP • Ask them questions you genuinely don’t know the answer to • Be aware of their limits in grasping jargon, policy and funding contexts • Equip them to find out more about these things, if time • Conversations best when professionals are co-consulted with CYP • Focus on ‘why’ not ‘how’: separate consultation from planning of future cultural learning
- 35. Thank you Have a wonderful future!
Notas del editor
- Explain the context of this session in arising from the work we did to map future trends, consulting with young people and LCEP members in March, East Kent and Colchester, and point to the funders logos. Purpose of today’s session is to share with you key learning from this project about how we can support consultation with young people about The future as they perceive it in general, how it may present challenges and opportunities for their lives and work The future of arts and cultural education, and how CEP’s can plan for the next 10 years to overcome these challenges
- 20 minutes for this section up to slide 11 Have a discussion with the person next to you about future barriers to engagement, then we will pick out some volunteers to tell us where they stand and what future excuses might be. What’s your excuse? Put yourself in position of a young person in 2027. Introduce yourself to your neighbour – giving an excuse for why young people of the time don’t engage more in arts and culture.
- These are common excuses, or explanations, given by YP on why they can’t access arts or cultural events. These are what emerged when we consulted them and through our research TIRED - They are stressed and overwhelmed with academic work, and also if they’re doing arts education it’s hard work too (arts is not just fun) FRIENDS It’s really important to them that peers are involved too, or what kind of culture friends are interested in. (And bear in mind new finding – Wilson & Gross report - only 8% of people regularly engage with publicly funded art, but every day people are creating their own versions of culture.) INFORMATION Marketing is not on their radar, cultural orgs struggle. Internal antenna don’t notice.
- Our research project included mapping all the drivers for change that are likely to affect culture, education and creative work in the future. This will be part of the Future Views toolkit that will soon be available online for you. This toolkit will help you: Map what really matters and scan coming changes Consult with young people Plan strategy for cultural education in your area
- We used a framework we’ve developed which breaks factors into these areas, External, Relational and Internal. Relational includes education because it’s about how you develop skills and knowledge to have personal agency with all these factors of the external world.
- Briefly discuss internal/relational/external
- Note to point out. The way these are summarised are quite generic, and represents what we know – but it may not be top of mind. Toolkit also has lots of nuance and detail behind these headlines.
- More provocations and findings in the toolkit.
- 20 mins to slide 23 (taking us up to 40 in total) Asking people what they want is an act of imagining the future. To imagine the future is exciting because nobody really knows what will happen, and the more complex and fast-changing, the more equal we are in guessing. Because it’s an act of imagination – this is why it’s good to work with young people and also to work with artists, or creative approaches. Does anyone have any examples of imaginative or creative future thinking projects? (We can share a few ideas, including what we did in our Future Views workshops, which should also generate some practical tips.)
- Pilot emerged post-Referendum Brought together teens & over 60s, to create aspirational visions of the future. 1st Assemblies took place in Liverpool, Exeter, Ipswich, Newcastle & London. Mirrors creative process; merging techniques from theatre, creative writing and future visioning. Allows participants to cross existing divides and co-create values, visions and policy manifestos.
- Annette Mees’ Future Assembly (young people and elders imagining futures together, post-Brexit).
- Activity idea: We used this matrix as a trial exercise, so you could use this to structure scenarios. If ask them to immediately name future jobs, they will just futurise existing jobs. Another e.g. Don’t ask them to design their perfect future house, ask them to act how they will live in it;
- Some ideas to borrow e.g. young people could design postcards from the future, or postcards to the older generation.
- Or make ‘signs of the times’ – placards with demands on
- Or create a drama project e.g. young people create their own tours of their place, or how they would want to see their place in future.
- Try to include these tips throughout: We asked: If none of these things change, what will the impact be on peoples’ creative and cultural lives in the future? Give them feedback, tell them how their insights will be used and who by Guide them to lead the way – don’t pressure them to have the answer
- If time, Just to take away a summary of young people’s concerns and hopes These were the themes, but each local area differed depending on the local context and the subject focus of the group.
- 40 minutes up to here, leaving 20 minutes for final section Final activity looking at how consultation can be used to shape strategy around a shared ‘why’. Once you have young people’s insights, what next? Start with ‘Why?’ Don’t rush to plan what to do in a cultural education partnership but to reflect on YP’s views. Use young people’s views – and especially the strongest expressed views - as a provocation to help solve key target problems. Roxie – can chip in with the 12 points that she has formed I
- Briefly discuss internal/relational/external
- Briefly discuss internal/relational/external
- Some quotes that are provocative – a lens into what YP worry about and think.
- Each of three groups consider this same quote in terms of how they can exert change on External factors (e.g. funding, politics); Relational factors (e.g. developing educational programmes & partnerships); Internal factors (e.g. changing values and attitudes) Need to get a cross sector conversation going – use this to generate a rich conversation
- Minimum of 3 minutes to discuss in groups, then 3 mins each to share
- 55 mins If time, after asking for tips from the room. Point out that if it’s a group like Art31, or some individuals such as apprentices, makes sense to involve them in the next planning steps
- Finally - Roxie says something about youth consultation that has happened recently in Medway and Thurrock and is feeding in to LCEPs OR, Roxie could refer to this when she feels appropriate.