Rapid research review: Creative and cultural practitioners working with young people and teachers in formal education
Year: 2025
Type: report
Abstract: Purpose, Context and ApproachThis rapid research review was commissioned by West of England Music and Arts (WEMA) to identify learning about creative and cultural practitioners working with young people and teachers in formal education.The review was framed by 4 research questions which aimed to understand: 1) benefits, 2) conditions, 3) challenges, barriers and enablers and 4) effective models and practices.The rapid review was conducted using a pre-agreed methodology, which included specific identified search terms, a screening process and thematic analysis in response to the questions.Key FindingsThe review identified the following key learning in relation to the four areas of interest:1. Benefits: Interventions where creative and cultural practitioners work with learners in formal education reported both direct intentional benefits and a set of wider benefits. Intentional benefits included impact on learner skills, attainment, behaviour and dispositions. Wider benefits included enhanced learner and professional wellbeing, teacher professional development and impact on learner aspirations.2. Conditions: Evidence highlighted the importance of: the involvement of school leadership in programmes and the need for whole school ‘buy in’; the presence of effective relationships and a shared, collaborative approach; the provision of appropriate space and time; and the inclusion of an explicit focus on pedagogy.3. Challenges, barriers and enablers: Literature outlined a wide range of challenges, barriers and enablers. Potential challenges and barriers to partnership success included funding, support and training needs, and a culture of performativity. Potential enablers included access to continuing professional development, and opportunities for dialogue and reflection.4. Effective models and practices: Programmes with a structured, pre-designed and targeted continuing professional development offer reported benefits. There were examples of relational models which promoted the conditions highlighted in question 2 and examples which sought to make effective creative and cultural practitioners’ pedagogic practices more explicit. There is a key gap in knowledge relating to the development needs of creative and cultural practitioners and an opportunity for research aimed more directly at policymakers.RecommendationsOn the basis of these findings, key recommendations include:1. Programmes should be designed to operate over an extended duration with regular activity, targeted continuing professional development programmes and an explicit focus on collaboration, pedagogical dialogue, shared vision and learner agency.2. School engagement should be supported by effective ‘buy-in’ from senior leadership and adequate provision of time and space. To maximise benefits an openness to changes in pedagogy and practices, from teachers and school leaders, is required.3. Policy makers and funders should seek to enable stable, long-term projects and support evaluation and knowledge exchange. There is a particular need for further research regarding CCP experiences, professional learning and development.
Institution: University of the West of England
Language: English
Subfield: Visual Arts and Performing Arts
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7204409144