If only we could learn to make our learning through experience conscious rather than just intuitive, we could improve our performance at work and feel more comfortable with change, says Pam Henderson.
There are two basic ways in which we learn. The first is planned, and clearly conscious. For example, we might choose to read a book to find out how to improve our management skills or sign up for a course to learn about health and safety. The second is unconscious learning through our experience of life on a daily basis. This way of learning can feel intuitive – ‘I just know this is the best way for us to do it’ – which makes it hard to be clear about what exactly we have learned.... more
What role should performing arts boards play in their organisations? education activities? Jane Drabble reveals some key findings from a recent enquiry.
Following the McMaster review, Sue Hoyle considers how ‘quality’ in the arts might be evaluated.
A Manchester-based programme of participatory arts for refugees is helping them to put across their stories to other residents in Manchester, explains David Martin.
Victoria Allen and Anne-Marie Claire show how a strategic approach can help to develop strong educational activity.
Alison Edbury considers the available evidence about audience development and suggests an alternative to a ?free week?.
Matthew Daniels explores how exiled musicians can help combat racism and prejudice in UK communities.
Arts work with refugees is a field of activity that has grown considerably in recent years, and new research commissioned by Arts Council England, the Baring Foundation and the Paul Hamlyn Foundation has set out not only to document key developments over the past 20 years, but also to provide an overview of the impact of the work and make recommendations to policy-makers and funders that might provide a framework for future investment. Samina Zahir, the author of new research in the field, examines the evidence.