Showing posts with label Articles of Interest. Show all posts
Showing posts with label Articles of Interest. Show all posts

Thursday, 16 February 2012

The Trouble with Theories of Art

http://www.guardian.co.uk/culture/2005/mar/23/3


Lost in a labyrinth of theory

Art today likes to think of itself as very, very clever. I understand the insecurity, but it does little for the work.

There is no doubting the importance of Art Since 1900, a massive new volume. For a start, it states its own significance in block capitals on the cover: "A LANDMARK STUDY IN THE HISTORY OF MODERN ART". Not only have the authors written a landmark study - they've reviewed it too! In the roundtable discussion that concludes the book, they congratulate themselves on a history that "might have some liberatory effect". Some liberatory effect? Who speaks like that?


Most Theory has Little Bearing on Art

http://www.theartnewspaper.com/articles/Robert-Storr-Most-theory-has-little-bearing-on-art/19605


Robert Storr: Most theory has little bearing on art

The critic and curator speaks to The Art Newspaper
Robert Storr, US critic, curator and dean of the Yale School of Art, is visiting Frieze Art Fair for the first time, to take part in “Scenes from a Marriage: Have Art and Theory Drifted Apart?”, a panel discussion today at 12pm with artist Barbara Bloom and philosophy professor Simon Critchley. He spoke to The Art Newspaper about the role of art theory, and what advice he is giving to his students in today’s artistic climate.
The Art Newspaper: The topic of the Frieze panel is “Have Art and Theory Drifted Apart?” What are your thoughts?

Robert Storr: I’m not sure that art and theory were ever that close to begin with. There are some artists who read theory seriously but not all that many. And some of the theoretical writing that was done about artists was very important, but what people now call theory is a vast field and a relatively small amount of it bears directly on art, or at least on art production.

We’re in a very strange situation where some artists have derived a lot from their theoretical reading but never as systematically as people are inclined to think. Felix Gonzalez-Torres, who I know read theory carefully, nonetheless made a point of saying that it was not to be read in a kind of rigorous, academic way, but to help unblock thoughts and open up questions.

A lot of artists don’t want to tip their hands and show how selective and shallow their understanding is; a lot of people who do theory full time don’t really want to acknowledge that the process of making art is fundamentally different from the process of writing theory. And, therefore, even though you may share a vocabulary, you don’t share at all the same kind of generative process or goals.


Investigating the Culture of Curriculum

http://www.uic.edu/classes/ad/ad382/sites/AEA/AEA_01/AAEA01a.html

This is an unedited version of a chapter that appeared as Chapter 9 in
Real-World Readings in Art Education: Things Your Professor Never Told You,
edited by Dennis E. Fehr, Kris Fehr, and Karen Keifer-Boyd.
Falmer Press, New York, NY. 2000


At the beginning of the school year, I asked prospective teachers in my Foundations of Art Education class to list areas in the visual arts that they found exciting and related to vital issues of contemporary culture and living. The list included such topics as: controversial art pieces in the news, the meaning and legitimacy of making art from images appropriated from popular culture, the possibility of finding universal values in art, feminist art pieces that utilize media traditionally associated with women, architecture, collaborative community art, outsider or folk art installations, experimental video, the art of altarmaking for such holidays as Dia de los Muertos, and alternative comic books that tell stories about the everyday lives of the comic artists.

A few weeks later, without referring to our earlier exercise, I asked the students to work together to list topics and issues for a curriculum for a beginning art class at the high school level. Their list included such things as: the elements and principles of design, printmaking, colormixing, painting, figure drawing, making art on the computer, Impressionism, Surrealism, and Pop Art

Rubric for a Quality Art Curriculum

http://www.uic.edu/classes/ad/ad382/sites/AEA/AEA_02/AAEA02a.html


Rubric for a Quality Art Curriculum
by Olivia Gude

A curriculum is not only a structure for the dissemination of knowledge; the structure and content of the curriculum also involves the production of knowledge. 

A curriculum should be rooted in the life experiences and interests of the students.

A curriculum should be rooted in the life experiences and interests of the teacher.

A quality art curriculum is deeply rooted in the experiences of art making.

A quality art curriculum involves students in a sense of history, of being part of the unfolding of culture and change. A quality art curriculum develops understanding of contemporary art and cultural production within knowledge of the history of art and culture. 

A quality art curriculum foregrounds the notion that art production is rooted in discourse. It encourages students to become familiar with and able to use the languages of multiple art discourses.

A quality art curriculum is multi-cultural. It includes understandings of other cultures in the structuring of its curricular practice. Culture is more than what is taught; it always includes the how and why something is taught. 

A quality art curriculum has beginnings in many traditions. It is not merely looking at other art traditions through Western eyes; it also attempts to look at Western art traditions with the eyes and insights of other traditions.

A quality art curriculum recognizes and foregrounds its roots in particular cultural choices. A quality art curriculum questions the idea of universal principles of meaning and beauty.

A democratic art curriculum actively seeks student and community input for choosing art works to be studied.

A fair art curriculum articulates its reasons for choosing particular works, movements, or concepts.

An intelligent curriculum has a discernable aesthetic and conceptual structure.

A meaningful contemporary art curriculum emphasizes contradictions, multiple digressions, complexities, and surprises. 

A quality curriculum is more than the sum of its parts; it is more than a string of projects. It has a sense of flow; it has a sense of varied pacing. A curriculum should not be experienced by the students as slow, rigid, marking time, "the same old thing," or as only a preliminary to "real artmaking" or "real discourse."

A quality art curriculum makes use of drama and repetition, pauses and speed, surprises and re-evaluations to encourage creative engagement with its themes and techniques.

A curriculum should be fun for the students.

A curriculum should be fun for the teachers.

The structure of a curriculum is always an aesthetic and intellectual experience in its own right. The students should be able to sense, examine, and explain the structure of the curriculum.

A well thought out curriculum involves the entire department or school in setting goals and objectives. It is important that there be departmental decisions on themes, skills, and concepts that will be covered (and mastered) by students in the first year program or within other courses.

A flexible curriculum should not inhibit individual teachers from exploring individual conceptual, aesthetic, or technical interests. 

A collaborative curriculum describes the common knowledge to be conveyed to all students while it encourages individual and collective experimentation. 

A quality curriculum includes a range of projects, media, and skills. A quality curriculum respects breadth of learning and diversity.

A quality curriculum fosters a sense of accomplishment, development, and depth within particular areas of study. A good curriculum honors depth and nuance in learning and in art. 

A curriculum should not be obsessed with comprehensiveness or fundamental skills. A lesson of living in a postmodern society of many cultures is that there are as many starting points as ending points in creating thoughtful, competent, aesthetically sophisticated people.

A good curriculum is developmentally appropriate. The curriculum accepts the students in the complexity of their skills and lack of skills. A curriculum is sensitive to the developmental issues of a given age group and place and should select art, projects, and goals accordingly. 


A quality curriculum aids students in developing a visual language that allows them to communicate stories about their lives. 

A quality curriculum is constructed so that students experience their own progress and development and the progress and development of fellow students.

A good curriculum pushes the students a little further than their comfort level, challenging them to stretch to new levels of perceptual ability, skill, and thought. 

A well-designed curriculum recognizes the varying abilities of students within a single class and is planned to incorporate multiple ways to challenge all the students at the highest levels of their abilities. A quality curriculum does not create a hierarchy of the talented.

A meaningful curriculum takes seriously its role in fostering intellectual development, aesthetic sophistication, and proactive people.

A quality curriculum has a sense of humor.

A quality art curriculum is organic: it evolves over time.

Transitions in Art Education: A Search for Meaning

http://www.uic.edu/classes/ad/ad382/sites/AEA/AEA_05/AEA_05a.html

The contemporary era of art education is affected by momentous social and ideological changes that strike at our conceptualizations of art, of teaching and learning, and of curriculum development. Young children still search after meaning through depicting their world, just as graduate art students search for idiosyncratic imagery, hoping to make sense of their world. The traditional imagery and valuing of art no longer provide the universal "truths" that once provided stability in teaching about art. The methods used to help students to create and understand art are being questioned more now than ever before.

In the visual arts, at least until recently, two major orientations of how we come to know and value tradition and change have dominated—modernism and postmodernism. These contrasting ways of knowing in the search for meaning have had such a pervasive effect on art education, as well as the context within which it operates, that to propose new directions for art education without understanding these contexts would be fruitless. 
It is important to understand something about postmodernism because it is interwoven into how teachers make decisions about what and how to teach. To Hutcheon (1989), "postmodernism is a phenomenon whose mode is resolutely contradictory as well as unavoidably political" (p. 1). In this sense, teachers' actions toward art education are political, for their decisions about whether to follow a discipline-based, a socio/cultural, or some other approach are ideological choices. To act upon an ideological choice is political. 



Semiotic Pedagogy and Art Education



This paper originally appeared in Studies in Art Education, Volume 36, Issue 4, Summer 1995.

Charles Sanders Peirce (1839-1914), acknowledged founder of American semiotics, was asked a little over one hundred years ago to write a definition of the "university" for theCentury Dictionary. As was his habit, Peirce (in Houser, 1987) wrote precisely and in the style of his time:

An association of men for the purpose of study, which confers degrees which are acknowledged as valid throughout Christendom, is endowed, and is privileged by the state in order that the people may receive intellectual guidance, and that the theoretical problems which present themselves in the development of civilization may be resolved. (p. 255)

The Century Dictionary editors swiftly returned this definition to Peirce for revision, insisting that it should include the notion of "instruction," because without instruction, learning does not happen.

Peirce wrote back that if they had any such notion they were grievously mistaken, that a university had not and never had anything to do with instruction and that until we got over this idea we should not have any university in this country. (John J. Chapman (1892) in Houser, p. 255)

If Peirce is to be believed, and the university is a place for learning and not instruction, what happens to our conception of the roles of teachers and learners within a university setting? Clearly, the modernist, behavioral, and information-processing cognitive models that have traditionally served as primary foundations for developing instruction methods in this country are not adequate. (Cunningham, 1987)

Each of these models assumes that there is a correct body of knowledge for a teacher to communicate to students. These models assume a hierarchical architecture of facts and ideas with higher forms of knowing built through some concatenation of simpler forms.

In order to move away from the dominant hierarchical model, it is necessary to develop an entirely different framework. Pedagogy based on the semiotic work of Peirce, and exemplified by his definition of the university, forces a reconsideration of the roles which learners, teachers, and subject matter play within educational endeavors. This reconsideration may be called "semiotic pedagogy." Although Peirce argued for the place of learning at the university level, semiotic pedagogy is appropriate for all educational contexts, not only higher education, and not only classroom learning. Because of semiotics' emphasis on codes, signs, and their inter-actions, it is especially appropriate for those of us involved in the study of art education.


Make the art room a launch pad


Make the art room a launch pad

EOIN CUNNINGHAM
ART MAY NOT BE part of the holy trinity of English, Irish and Maths in schools, but few would deny its value or status as a core subject in the secondary curriculum. At the same time, it struggles with competing and contradictory perceptions: it is easy and too hard at the same time.
Results seem to bear this out. According to statistics provided by the Department of Education, only 0.8 per cent of students failed the 2011 Leaving Cert honours exam, and a tiny amount, 1.2 per cent, achieved an A1. Most score somewhere between a B2 and a C3, with the highest percentage in the C range. This contrasts with honours A1 scores of 5.8 per cent in Irish, 3.8 per cent in English and 6.9 per cent in Maths.
The average art grade is perfectly acceptable – an honour is an honour, after all – but, in our points-dominated system, art becomes an unnecessary risk. Why take the chance when you could choose a more predictable subject and get more points?
Approaches to art education vary considerably around the world. For example, due to the vagaries of the US constitution, its federal department of education cannot impose a national curriculum, so content decisions are driven by the need to score well in standardised tests. On one level, teachers are potentially free to design their own courses, but it also means they are at the mercy of their school’s policies and budget, with no larger organisation to support them in a crisis.
This can have benefits. As the US academic Dr Richard Siegesmund notes, the state of Georgia has moved towards a system based more on process than a final goal. “I think it’s a better and more honest approach to art education because I think the process of making visual objects is a way of thinking. For students who may not think naturally in words, visual art provides a base through which they can approach language.
“Similarly, visual art provides a means of gaining insight into mathematical problem-solving. Einstein claimed a symbiotic relationship between visual and mathematic thought was critical for working at the highest levels of science.”
The connection Siegesmund makes between maths and science is better known in the industry by the buzzword “cross-curricular”, and the recent announcement of revisions to secondary education by the Minister for Education, Ruairi Quinn, emphasised the Department’s prioritising of this new holy grail.
How this will be implemented is as yet unknown, as is the budget they have in mind.
In the UK, on the other hand, art has been in a secure position for many years. As in Ireland, there is a standard curriculum, managed by a state department of education. However, a proposed new English Baccalaureate does not include any of the arts, according to Dr Richard Hickman, reader in art and design education at Cambridge University, who says: “In Ireland, education appears to be valued more highly and there is a strong tradition of valuing the arts.”
Such notional value does not necessarily materialise in practice, however. “School examinations examine the examinable. They often have little to do with being alive in 21st-century Ireland and more fundamentally, with what it means to be human. People have a fundamental urge to create aesthetic significance – whether one’s hairstyle, garden or a great work of art; in a developed society people have a right for this need to be nurtured.”
Unfortunately, many working in the area feel there are serious flaws in the current system. Professor Gary Granville of NCAD voices a common complaint. “Second-level art education should be embedded in the practice of making art – there should be theory involved, students should learn the history – but the current structure for the Leaving Certificate is quite inadequate.”
In contrast to the project-based Junior Cert, the senior cycle is broken into historical and practical streams, and is very dependent on performance in a final exam. This places pressure on the student, in what is effectively a test of how imaginative they can be on a given day.
Art history is extremely broad, running from the Neolithic period up to the 21st century. A subtopic, “Appreciation” – testing students’ aesthetic understanding – spans film, product design, architecture, contemporary artists, the environment, exhibitions and more.
The exam is worth 37.5 per cent of a student’s final grade. Given that the later modern Leaving Cert history course runs from 1815-1993 (178 years), art history students are being asked to marshal knowledge of several thousand more years, before even considering aesthetic opinions on shopping centres or the film techniques of Pixar.
Therein lies the problem for art educators. If the landscape is enormous, then they can do little more than scratch the surface. “It crowds out the possibility of more substantial and nuanced learning,” says Siegesmund. “Studio projects become craft projects that must be completed in the shortest possible time. There is no time for reflection, discovery, revision and redirection. To lose these outcomes in art education is tragic, for these skills are at the heart of authentic problem solving in any discipline.”
Lack of time for developing analytical skills is by no means a problem confined to the art syllabus, but in a subject where process is so central, shoehorning aeons of art production into a 11-and-a-half hour exam bears scant resemblance to the practice of art in any form.
We live in an increasingly visual world. For Margaret Keenan, outgoing president of the Art Teachers’ Association of Ireland (ATAI), an appreciation of this is one of the key skills all students should leave with, whether they continue with art or not: “Ideally, to carry a love of art and an appreciation of aesthetics with them into their future life.”
Balanced with “an ability to think creatively and problem-solve” and “to communicate and express through art work or written work on art” are the central goals of a secondary art education. For many, that last might seem ominous, but in reality it is the same goal for every subject: maths teaches students to manage numbers in the real world, while nobody expects you to write Ulysses just because Joyce is on the English course; you are being taught to communicate through writing and to appreciate literature. At the very least, a practical art education teaches the basic skills necessary to represent 3D objects on paper or in a sculptural form.
Irish students are fortunate to have access to a thriving museum and exhibition culture which, although largely concentrated in the capital, provides free educational services to schools and the wider public: so whether you’re eight or 80, the doors are open. According to Helen O’Donoghue, head of education programmes at IMMA, discussions about the educational possibilities of exhibitions begin very early on.
“We look at the content and the timing – the upcoming Rivane Neuenschwander exhibition is a good example of one we thought would be very suited to schools. It’s the type of work that can be enjoyed on a number of levels; it’s playful for younger children, and the older ones will have the opportunity to ask more detailed questions.”
For Ireland and our knowledge economy, Siegesmund suggests that there’s another good reason to put more emphasis on art: Steve Jobs’s example shows the considerable economic benefits to a grounding in art education. “On the basis of who made the most money, Jobs was right. Figuring out we think visually will continue to have economic impact into the future. Like Jobs, whoever gets there first, wins – big time.”

Reforms to start with new Junior Cert in 2012


Reforms to start with new Junior Cert in 2012

SEÁN FLYNN, Education Editor, in Cork
MINISTER'S ADDRESS: MINISTER for Education Ruairí Quinn hopes to roll out a remodelled Junior Cert in September of next year as part of a programme of education reform.
Addressing the Association of Secretary Teachers Ireland (ASTI) conference yesterday he said: “We have all – myself included – been codding ourselves about our education system being the best in the world. That ain’t true anymore. But we can get back to having one of the best education services in the world.’’
He said last year’s OECD study – which indicated a sharp decline in literacy and numeracy standards among Irish 15-year-olds – had underlined the key fact: “We cannot afford to leave things as they are – they must change.”
The Minister will shortly receive proposals for change from the National Council for Curriculum and Assessment. While the process of change would be challenging for all parties, he hoped to begin the process of implementation by next year as “time is not on our side”.
At present, he said significant numbers of Junior Cert students are not developing the skills they need to learn, to live and to work.
“The current Junior Certificate will not meet the needs of future cohorts of students. It is out of line with international practice and no longer suitable.”
Asked about the likely shape of the new Junior Cert, Mr Quinn envisaged it would be a mix of a new exam, in which people had trust, and more continuous assessment.
On education funding, the Minister refused to give any indication of the extent of forthcoming cuts in the €9 billion education budget. He told delegates: “I am not going to pretend that those resources can be improved, that earlier decisions can be reversed or that further difficult measures can be avoided.”
In the coming weeks, he said, his department will be inviting the ASTI, along with the other relevant partners, to work on identifying budget savings. While the Government is committed to protecting frontline education services to the greatest extent possible, he said, the challenge of doing so against rising enrolment was not to be underestimated.
Mr Quinn also stressed his personal commitment to the concept of public service and to the role of the public servant in the life of this country. “This is not a time for confrontation but rather of working together.”
On fee-paying schools, he said he had no plans to change current funding arrangements where the State provides a €100 million subsidy. He also said he would examine a demand by the Teachers’ Union of Ireland for an audit of enrolment policies in all schools. The TUI has accused some fee-paying schools of excluding special needs and other pupils.
Asked about Lord Puttnam’s comments on the state of school buildings, the Minister accepted his criticisms. The state of the school infrastructure – with so many prefabs – underlined the skewed priorities of the last government, he said.
On exam reform, he said students have to be provided with more active learning opportunities that promote real understanding, creativity and innovation.
The Minister said computer-literate students who acquire information in a number of different ways have to “power down” when they come to school and confront a curriculum in need of modernisation.
Mr Quinn said reducing the number of Junior Cert subjects or recasting what students study would not be enough.
“If we are to encourage the sort of learning that we want our young people to engage in at junior cycle, it is clear that we need significant change to the ways in which we document and assess the learning that they achieve.
“I believe standardised tests of literacy and numeracy could play an important role in helping schools to ensure students’ acquisition of these basic skills.”

'Radical' plan to replace Junior Cert

http://www.irishtimes.com/newspaper/breaking/2011/1103/breaking26.html

'Radical' plan to replace Junior Cert

The current Junior Cert is to be abolished and replaced with what Minister for Education Ruairí Quinn has described as a radical new system that would address the problem of rote learning and provide for greater creativity and innovation.
Mr Quinn today backed proposals by the National Council for Curriculum and Assessment (NCCA) for reform of the Junior Cycle in secondary schools.
The Minister sought the co-operation of teachers and schools in implementing the proposed changes, which will begin on a phased basis in 2014 for first examination in 2017. He said the plans were designed to strengthen key skills and provide for “more relevant and flexible forms of assessment”.
Mr Quinn welcomed the recommended limit on the number of subjects at Junior Cert level, and the reduction in the content of syllabuses to make space for “active learning and the embedding of key skills”.
But he said these issues would have to be explored further in discussions on implementation, particularly in terms of what the changes would mean for timetabling and delivery in schools.
Last month the Minister agreed that the cap, limiting the subjects taken to a maximum of eight, would not come into effect on a mandatory basis until students beginning second level in 2014 were sitting their first exams in 2017.
Mr Quinn said today, however, he would encourage schools and students “to move in this direction as soon as possible”.
He said it was important that information and computer technology (ICT) was strengthened across all subjects and short courses, and that reform in assessment was “essential” to provide real change in teaching and learning, and in the student experience.
Mr Quinn welcomed the proposal for a ‘Level 2’ award for students with special needs for whom the junior certificate is unsuitable.
The Minister said he had asked his officials to begin discussions with the education partners on implementing the proposals.
“I will also put the necessary arrangements in place to begin the assessment and consideration of the resource implications of the proposals,” he told a board meeting of the NCCA.
Chairman of the council Prof Tom Collins said the launch of the proposals with the support of the Minister represented “a historic achievement” for the council.
Prof Collins said the current social and economic crisis had played a part in shaping the proposals. There was, he said, a “shift in emphasis from describing what subjects are taught, to a focus on what students should learn”.
Chief executive of the council Dr Anne Looney said 2014 might sound like a long way away, but that schools needed to begin planning for the changes early next year. “It means that children now in fourth class in primary school, who will leave post-primary school in 2020, will be the first to access the new qualification,” she said.
Supporting schools and teachers who would lead the change would be critical, Dr Looney added.
The Teachers' Union of Ireland said it accepted the need for reform of the exam. This must, however, be “underpinned by a full commitment to the availability of the necessary resources for the implementation of any change”.
The union’s general secretary, Peter MacMenamin, said there was a “real fear” among teachers that without these resources, reform “could do more harm than good at a time when the education system is struggling to tread water”.
Copies of the proposals are being sent to secondary schools. The details are also available at ncca.ie/juniorcycle
Main points 
* A revised Junior Certificate programme at Level 3 of the National Qualifications Framework (as at present), but with a cap on the number of subjects which can be taken for assessment for qualification purposes.
* All students will be required to cover 24 statements of essential learning which are focused on such areas as communications, language, mathematical concepts, critical thinking, citizenship and sustainable values, environmental, economic and social knowledge, consumer skills, ICT, and creating and appreciating art.
* Subjects will be reduced to 200 hours, expect for the core subjects of Maths, Irish and English which will be 240 hours.
* There will be a limit on the number of subjects that can be taken for qualification purposes - a maximum of eight subjects, or seven subjects plus two short courses, or six subjects plus four short courses.
* Six key skills will be embedded in subjects - Managing Myself, Staying Well, Communications, Being Creative, Working with Others and Managing Information and Thinking.
* Subjects will be assessed by means of a written examination set and marked by the State Examinations Commission, and a portfolio marked by the class teacher in the school. The porfolio will be moderated by the school and subject to external moderation by the exams body. The portfolio will generally attract 40 per cent of the marks, and the written exam 60 per cent.
* Report-card templates will be developed by the NCCA for reporting to parents on a student’s progress. These will be available in 2012/13, for use by schools in 2013/14.
* The subject reforms will begin on a phased basis in 2014 for first examination in 2017.
* Changes to the English curriculum will be implemented first "in keeping with the priorities in the National Literacy and Numeracy Strategy".

Reform of Leaving Cert high on Minister's agenda

http://www.irishtimes.com/newspaper/opinion/2011/1223/1224309416449.htmlReform of Leaving Cert high on Minister's agendaThe Irish Times - Friday, December 23, 2011

HE MAY have made rash and embarrassing pre-election pledges on college fees but otherwise Minister for Education Ruairí Quinn has made a strong impression in Marlborough Street.
ANALYSIS:
 The report on the transition from second to third level should herald long-overdue changes to the Leaving Cert and the college entry system, writes SEAN FLYNN 
Quinn has brought a reforming zeal and a critical eye to the Department of Education. The traditional role of a minister for education – to act as a kind of cheerleader for our “world class” system has been put to one side. Instead, Quinn has been asking awkward and searching questions about the quality of our education system .
This was brought into sharp focus in the most recent Organisation for Economic Co-operation and Development report when this State recorded the sharpest decline in literacy among developed nations and delivered mediocre results in numeracy and science.
Changes to the Leaving Cert is the big-ticket item on the Quinn reform agenda. The exam dominates the education landscape but remains unloved by educationalists and by employers. University presidents say students, weaned on rote learning in the Leaving Cert, struggle to cope with the pressures of independent learning at third level.
Increasingly employers have joined the chorus of criticism, arguing that Leaving Cert students are deficient in key areas like critical thinking, flexibility and innovative capacity.
In his first weeks in office Quinn responded to these criticism by asking the National Council for Curriculum and Assessment (NCCA) and the Higher Education Authority (HEA) to convene a UCD conference bringing together all the key players at second and third level. Quinn emphasised that he was “no educationalist”. It was up to those at the chalk face to come up with solutions.
In advance of the UCD conference , Quinn commissioned former UCC vice-president Prof Áine Hyland to write an overview of the issues. It was an inspired move. With impressive clarity, the Hyland report set out defects in the Leaving Cert and college entry system. Many students, she said, enter higher education without adequate coping skills, including literacy and numeracy. This was scarcely surprising since the Leaving Cert rewards rote learning and does not reward problem solving, critical thinking or self-directed learning.
The Hyland analysis has shaped the document on transition from school to college from the NCCA and the HEA, published yesterday. The report carries substantial clout. As Quinn said yesterday, it represents the first joint effort by second and third level to address the issues.
The new document echoes many of the criticisms made in the Hyland report. It notes how teachers are “teaching to the test” while students memorise pre-packaged answers to gain maximum points. It indicates that while the Leaving Cert curriculum has many virtues these are crushed by focus on the exam alone. “If the problem is not with the curriculum then it must lie with assessment, the tail that wags the curriculum dog,” it concludes.
The report has called on the the State Examination Commission (SEC) to address predictability in the Leaving Certificate. It also makes proposals designed to alleviate the points race pressure. These include a reduction from 14 to eight in the number of Leaving Cert grades and a possible move to graduate-only entry for healthcare and other professions.
Encouragingly, the report is also critical of the third-level colleges, arguing that the unnecessary duplication of courses is putting students under more pressure to achieve points. It wants colleges to reduce the number of highly specialised courses in first year and it says students need much more information before making critical third-level choices.
It also argues for a broader-based introductory year at third level where students would have the breathing space needed to make more mature decisions about their college choices.
There is nothing new or especially radical in any of these proposals; they are sensible and pragmatic. The kind of changes recommended at third level – more information for students and less duplication of courses can be made speedily and with little fuss.
Sorting out the Leaving Cert may be more problematic.
What happens when the SEC confirms the high level of predictability in the exam, as it surely must? With pressure bearing down from students and parents how can we expect teachers to stop “teaching to the test?”
The hope is that the new Junior Cert – scheduled to be rolled out from 2017 will lay the ground for radical change at Leaving Cert level.
The new Junior Cert will lay a commendable stress on independent learning and critical thinking.
Crucially, it will also incorporate a high level of school-based assessment which will, in turn, place less emphasis on the one terminal exam.
There is a template here that could work for the Leaving Cert.
Change will not come quickly. But Quinn has set in motion reforms which will change an exam, unchanged in many respects since the 1930s.

Leaving Cert set to become tougher in system overhaul


http://www.independent.ie/lifestyle/education/latest-news/leaving-cert-set-to-become-tougher-in-system-overhaul-2971164.html

Leaving Cert set to become tougher in system overhaul



By Katherine Donnelly
Thursday December 22 2011
The Leaving Cert is on course to be radically reformed within three years with grade options almost halved and pupils facing a possible lottery for university places.
Education Minister Ruairi Quinn revealed an audit of the long-established exam has found questions are predictable and students memorise answers.
Mr Quinn said this was preventing pupils from developing their critical thinking and analytical skills, meaning they were ill-prepared for university.
"I'm hopeful now that we can get changes implemented following discussions and analysis with the education partners in time for a Leaving Cert examination in about two to three years' time," said Mr Quinn.
The minister said that the report, drawn up by the Higher Education Authority and the National Council for Curriculum and Assessment, recommended a return to an eight-point grading system.
The proposed grades would be scaled down from the current 14 options to A1, A2, B, C, D, E, F and NG.
Mr Quinn warned this could result in greater competition for third-level courses and the possible implementation of a lottery system among pupils with the same grades.
He said it was still too early to elaborate on possible details.
"You're going to get a cluster of students pretty much bunched around the same grade level that would be differentiated in the present points system," said Mr Quinn.
"And if there is a lot of them wanting to do the same subject then yes, there will be some degree of a lottery in some courses but these are matters that will be teased out."
Mr Quinn said that the quality of the curriculum has suffered as a result of pupils going into exams with prepared answers.
"When the exams come out for both the Junior Cert and the senior Leaving Cert the commentary from education commentators frequently is, 'It was a good exam, there were no surprises, it was as predicted'," said Mr Quinn.
"That's the subtext for saying that teaching to the text, anticipating which poet of the five or six poets at senior level is going to surface in the examinations means that the teachers who are under pressure, understandably, from their school and some parents, as well as from pupils, will concentrate on predicted questions that are likely to arise.
"Therefore the quality of the curriculum of the Leaving Cert is abandoned or bypassed in favour of concentrating on those questions that will arise and the preparation of tailored answers. That's not what critical thinking and analytical skills are about."
The minister said a possible solution to this would be for universities to reduce the number of courses available and to increase their capacity to absorb more students with a foundation year.
"There will be room for everybody," said Mr Quinn.
"If they are doing general course in science or a general course in mathematics, which could lead to specialisation in second, third or fourth year of their third-level college experience."
He insisted that proposed changes to the Leaving Cert and third-level education system will not affect pupils currently in fifth or sixth year at school.
- Katherine Donnelly
Irish Independent

In My Opinion: Junior Cert reforms will deliver a happier generation of students



In My Opinion: Junior Cert reforms will deliver a happier generation of students



By Clive Byrne
Wednesday October 05 2011
In the recent Economic and Social Research Institute (ESRI) study, senior-cycle students viewed a good teacher as one who covers the course, gives lots of sample questions and provides grind-type notes cutting down the amount of study it takes to get good grades.
This generation of students has cracked the code and in many schools throughout the country it appears to me that the teachers are often working harder than the students.
The original hope educators had for the Junior Certificate has evaporated and we are left now with Leaving Cert lite. This is why I welcome the suggested reforms to the junior cycle. The proposals unanimously sent to the minister by the National Council for Curriculum and Assessment (NCCA) provide a valuable opportunity for change in our system to harness the talents and creativity not only of our students, but also of our teachers.
The key to a successful education system is to deliver happy, fulfilled and challenged students who can think for themselves. When our children graduate from second-level, aged 17 or 18, are they imbued with a passion for, and a love of, learning? Can they think for themselves and be autonomous and self-directed learners? Increasingly the universities and employers are saying no.
Ireland needs the children emerging from our education system to be literate and numerate, to be flexible and adaptable, to have a global outlook, to be comfortable using ICT and technology, to possess innovative, entrepreneurial attitudes, to have good communication skills and be able to work in teams.
With over 90pc of students sitting Leaving Certificate, the Junior Certificate is not a high- stakes exam, but parents, in particular, need to be convinced that the world won't end if a student can study a subject and not take an exam in it, that teachers will make professional judgements about the achievement of a student, that there can be valid modes of assessment other than the terminal exam and that school-based assessment can be as equally valid.
In other countries, curricula are assessed using open-book exams, projects, extended essays and presentations. School accreditation involves wider levels of assessment for character, credits for attendance, punctuality, behaviour and co-operation, participation in extra-curricular sport, music and drama as well as being able to reward creativity and innovation -- in the case of Finland without a national exam and without school inspections.
The reforms proposed for junior cycle will cater for the needs of the students but will also nurture the talents of the teachers. Parents will see that the reforms will not dumb-down our system. By trusting our school leaders and teachers, Ireland can aspire to a second-level system which is more responsive to societal and student needs, which ensures equality and equity and provides the 21st Century skills we need in our students.
Clive Byrne is director of the National Association of Principals and Deputy Principals (NAPD)
- Clive Byrne

Top artists reveal how to find creative inspiration

Top artists reveal how to find creative inspiration

Guy Garvey, Isaac Julien, Martha Wainwright and other artists give their top tips for unleashing your inner genius
Guy Garvey
Guy Garvey. Photograph: Fabio De Paola/Rex Features

Guy Garvey, musician

• For fear of making us sound like the Waltons, my band [Elbow] are a huge source of inspiration for me. They're my peers, my family; when they come up with something impressive, it inspires me to come up with something equally impressive.
• Spending time in your own head is important. When I was a boy, I had to go to church every Sunday; the priest had an incomprehensible Irish accent, so I'd tune out for the whole hour, just spending time in my own thoughts. I still do that now; I'm often scribbling down fragments that later act like trigger-points for lyrics.
• A blank canvas can be very intimidating, so set yourself limitations. Mine are often set for me by the music the band has come up with. With The Birds, for instance – the first song on our last album – the band already had this great groove going, and I knew I wanted the vocals to reflect the bass-line, so that was immediately something to work with.
• Just start scribbling. The first draft is never your last draft. Nothing you write is by accident.
• The best songs often take two disparate ideas and make them fit together. When I started writing lyrics for The Birds, I was sitting in a cottage in the grounds of Peter Gabriel's Real World studios. I was looking out at the birds outside, starting to think of lyrics about them; and then I thought about the last time I'd been there, 10 years before, at the end of a great love affair. I thought, how can I combine these two ideas? So I came up with an idea about a love affair that had ended in a field, with birds as the only witnesses.
• Don't be scared of failure.
• If it's all getting too intense, remember it's only a song. I learned that the hard way: when I was younger, I played the part of the erratic, irascible drunk in order to have something to write about.
• The best advice I've ever had came about 20 years ago from Mano McLaughlin, one of Britain's best songwriters. "The song is all," he said, "Don't worry about what the rest of the music sounds like: you have a responsibility to the song." I found that really inspiring: it reminded me not to worry about whether a song sounds cool, or fits with everything we've done before – but just to let the song be what it is.

Polly Stenham, playwright

Playwright Polly Stenham at the Royal court theatrePlaywright Polly Stenham at the Royal court theatre. Photograph: Andy Hall for the Guardian
• Listen to music I always have music on while I'm writing. I'm a very aural person; as soon as I hear a lyric or phrase, I'm transported to a particular time or place. My taste varies wildly. When I was writing That Face, I listened to Love Her Madly by the Doors, which seemed to say a lot about the characters' relationship with their mother. For Tusk Tusk, I played Radiohead's album In Rainbows over and over. One lyric, about being an animal stuck in car, even made it into the play's plotline.
• Doodle I'm very fidgety, and I seem to work best when my hands are occupied with something other than what I'm thinking about. During rehearsals, I find myself drawing little pictures or symbols that are somehow connected to the play. With Tusk Tusk, it was elephants, clowns and dresses on hangers. I'll look back at my doodles later, and random snatches of dialogue will occur to me.
• Go for a walk Every morning I go to Hampstead Heath [in north London], and I often also go for a wander in the middle of the day to think through a character or situation. I listen to music as I go. Again, it's about occupying one part of your brain, so that the other part is clear to be creative.

Tamara Rojo, ballet dancer

Ballet dancer Tamara RojoBallet dancer Tamara Rojo. Photograph: Tristram Kenton for the Guardian
I seek inspiration in film, theatre, music, art – and in watching other ballet companies, other dancers, and other types of dance. I never feel jealous of another good dancer: I always feel there is so much to learn from them.
An idea never comes to me suddenly; it sits inside me for a while, and then emerges. When I'm preparing for a particular character, I look for ideas about her wherever I can. When I first danced Giselle, I found Lars von Trier's film Dancer in the Dark incredibly inspiring. It was so dark, and it felt just like a modern-day version of Giselle – the story of a young woman taken advantage of by others. It brought the part alive for me. Now when I talk to others who are playing Giselle, they sometimes say they're worried that it feels like a parody, and not relevant to today. I tell them to watch that film and see how modern it can be.
To be truly inspired, you must learn to trust your instinct, and your creative empathy. Don't over-rehearse a part, or you'll find you get bored with it. Hard work is important, but that comes before inspiration: in your years of training, in your ballet class, in the Pilates classes. That work is there just to support your instinct and your ability to empathise. Without those, you can still give a good, technically correct performance – but it will never be magical.

Mark-Anthony Turnage, composer

• Forget the idea that inspiration will come to you like a flash of lightning. It's much more about hard graft.
• Find a quiet studio to work in. Shostakovich could not have composed with the telly on.
• Try to find a studio with more than one window. I work best when I have windows in two walls, for some reason; maybe it is because there is more light. At the moment, I'm working in a room with no windows. It's not going well at all.
• Routine is really important. However late you went to bed the night before, or however much you had to drink, get up at the same time each day and get on with it. When I was composing [the opera] Anna Nicole, I was up at 5 or 6am, and worked through until lunch. The afternoon is the worst time for creativity.
• If you write something in the evening or at night, look back over it the next morning. I tend to be less self-critical at night; sometimes, I've looked back at things I wrote the night before, and realised they were no good at all.
• If you get overexcited by an idea, take a break and come back to it later. It is all about developing a cold eye with which to look over your own work.
• Take a break of two to three weeks after finishing a work, and before sending it off to wherever it has to go. That is difficult if you have a deadline – but it is very important in terms of developing an overall view of what works and what doesn't.

Fyfe Dangerfield, musician

I used to think that being inspired was about sitting around waiting for ideas to come to you. That can happen occasionally: sometimes, I'm walking down the street and suddenly hear a fragment of music that I can later work into a song. But generally, it's not like that at all. I liken the process to seeing ghosts: the ideas are always there, half-formed. It's about being in the right state of mind to take them and turn them into something that works.
One of the most difficult things about writing music is the sheer number of distractions: mobiles, email, Twitter, YouTube. When you're writing, you have to be very disciplined, to the point of being awkward: turn off your phone and find a space to work without any of these distractions.
For me, the image of the tortured artist is a myth – you don't need to be miserable to write songs. In fact, if I am feeling down, the last thing I want to do is write; though it's important sometimes just to sit down and get on with it, however you're feeling. Your creativity is like a tap: if you don't use it, it gets clogged up.
We all have that small voice that tells us we're rubbish, and we need to learn when to silence it. Early in the songwriting process, comparisons do nothing but harm: sometimes I put on a David Bowie record and think, "Why do I bother?" But when it comes to recording or mixing, you do need to be your own critic and editor. It's a bit like having children: you don't interfere with the birth, but as your child grows up, you don't let it run wild.

Martha Wainwright, singer-songwriter

I definitely don't have rules – I'm pretty disorganised. In fact, I often have to guilt-trip myself into sitting down to write. It is so easy to let your life get filled up with other stuff – cooking, cleaning, going to the bank, looking after your baby. These everyday things do come through in my songwriting, though. Most of my songs are defined by a sense of loneliness, of isolation, that I probably get from spending a lot of time on my own.
The little images that I get from sitting alone in my apartment – the way the light is falling through the window; the man I just saw walk by on the other side of the street – find their way into snatches of lyrics. I write in short spurts – for five, 10, 15 minutes – then I pace around the room, or go and get a snack.
When I first moved to New York some years ago, I used to go to concerts every night – I would see six or seven musicians a week. Now that I'm a songwriter myself, I find watching other musicians can be frustrating – I want to be the one up there performing. But every so often I see someone who inspires me to try something different. That happened recently with Sufjan Stevens – I saw him perform in Prospect Park, and his sound was so huge and poppy that I went home thinking: "I should really try something like that."

Anthony Neilson, playwright and director

• Don't forget to have a life. It's important to look outside the business. There are so many great stories out there that have nothing to do with the theatre, or with other writers.
•Be as collaborative as possible. I do a lot of my thinking once I'm in the rehearsal room – I'm inspired by the actors or designers I'm working with. Other creative people are a resource that needs to be exploited.
• Try to ignore the noise around you: the chatter, the parties, the reviews, the envy, the shame.
• Listen to music to find a way into the story you're telling. Music is incredibly evocative: find the right piece that reflects the world you're writing about, and you're halfway there. When I wrote my play Penetrator, I listened to a miserable Sade song on a loop. Listen to a song enough times, and it provokes a Pavlovian response that helps you get back to the place you're writing about.
• Masturbate frequently. You'll probably do that anyway, but you may as well make it a rule.

Rupert Goold, director

• Get an alarm with a long snooze function and set it early. Shallow-sleep dreams have been the source of many of my best ideas (sadly, small children are no respecters of prospective genius).
• The best ideas are tested by their peaks and troughs. One truly great image or scene astride a broken mess is more intriguing than a hundred well-made cliches.
• Once you have an idea, scrutinise the precedent. If no one has explored it before in any form then you're 99% likely to be making a mistake. But that 1% risk is why we do it.
• Make sure you are asking a question that is addressed both to the world around you and the world within you. It's the only way to keep going when the doubt sets in.
• I always try to reshape my ideas in other forms: dance, soap opera, Olympic competition, children's games, pornography – anything that will keep turning them for possibilities.
• I prepare less and less as I get older, and try to lose my script in the first few days. In the collaborative arts, the more open you are to shared inspiration, the richer the work. Or maybe I'm just getting lazy.
• An idea is just a map. The ultimate landscape is only discovered when it's under foot, so don't get too bogged down in its validity.
• Love the effect over its cause.

Isaac Julien, artist

I have a magpie attitude to inspiration: I seek it from all sorts of sources; anything that allows me to think about how culture comes together. I'm always on the lookout – I observe people in the street; I watch films, I read, I think about the conversations that I have. I consider the gestures people use, or the colours they're wearing. It's about taking all the little everyday things and observing them with a critical eye; building up a scrapbook which you can draw on. Sometimes, too, I look at other artworks or films to get an idea of what not to do.
It's very important for inspiration to go elsewhere: to move away from the city into pastoral settings, and to make space for meditation. I also enjoy talking to people who aren't involved in art. For my recent work, I've had a lot of conversations with people involved in digital technologies. It's useful to get perspective on what you do by talking to all sorts of different people.

Lucy Prebble, playwright

Lucy Prebble.Lucy Prebble. Photograph: David Levene for the Guardian
• Act it out yourself. Draw the curtains.
• If ever a character asks another character, "What do you mean?", the scene needs a rewrite.
• Feeling intimidated is a good sign. Writing from a place of safety produces stuff that is at best dull and at worst dishonest.
• It's OK to use friends and lovers in your work. They are curiously flattered.
• Imagine the stage, not the location.
• Write backwards. Start from the feeling you want the audience to have at the end and then ask "How might that happen?" continually, until you have a beginning.
• Reveal yourself in your writing, especially the bits you don't like.
• Accept that, as a result, people you don't know won't like you.
• Try not to give characters jobs that really only appear in plays; the deliberately idiosyncratic (eg "the guy who changes the posters on huge billboards at night") or the solipsistic (eg "writer").
• Write about what you don't know. If you know what you think about something, you can say so in a sentence – it doesn't take a play.
• An apparently intractable narrative problem is often its own solution if you dramatise the conflict it contains.
• Surround yourself with people who don't mind you being a bit absent and a bit flakey.
• Be nice to them. They put up with a lot.
• Break any rule if you know deep inside that it is important.

Jasmin Vardimon, choreographer

Usually, I become aware of what has inspired me only towards the end of the creative process, or much later. These are the sorts of things that motivate me:
• Places that have certain emotional dynamics: hospitals, parks, court rooms, therapy rooms.
• Significant moments in my life that sharpen my senses, make me listen carefully, look for the detail, and awaken my curiosity.
• Things that keep dragging my attention and my thoughts, haunting me at night.
• Books, especially those that make me want to check their bibliographies.
• A sentence I read or hear.
• Things that my daughter says or does.
• Contradictions and double meanings in language or actions.
• Ugliness.
• My dancers, the artists I collaborate with.
• Questions I can't answer easily.

Sunand Prasad, architect

• Keep asking: "What is really going on here?" – like a detective (orRudolf Steiner).
• Immerse yourself in the worlds of the people who will use and encounter the building or place.
• Forget the building for a while. Focus totally on what people will be doing in the spaces and places you are designing – next year, in five years, in 20.
• The most inspiring thing is to see human ingenuity in action – it is all around us.
• Ask off-piste questions. What if this library were a garden? If this facade could speak, would it be cooing, swearing, silent, erudite?
• Keep practising scales. Architectural problems and propositions have many scales simultaneously – keep ranging across them.
• Gather inquisitive and reflective people around you. The rapid bouncing back and forth of an idea can generate compelling concepts at amazing speed.
• Once there's an idea, turn it upside down and take it seriously for a moment – even if it seems silly.
• We all have a sense of the sublime – use it to test your propositions as rigorously as logic and functionality.

Susan Philipsz, artist

• If you have a good idea, stick to it. Especially if realising the project is a long and demanding process, try to keep true to the spirit of the initial idea.
• Daydream. Give yourself plenty of time to do nothing. Train journeys are good.
• Be open to your surroundings. I try to find inspiration in the character of the place I'm exhibiting in. It helps me if I can respond to something that is already there.
• Always have something to write with. I seldom draw these days, but I need a pen in my hand to think.
• I like reading and watching movies, but mostly I find that it's things I have seen or read a long time ago that come back to me. The things that you found inspiring when you were starting out usually stay with you.
• Keep it simple.
• Be audacious.
• It doesn't always have to make sense.
• I love silence. I can't listen to music while I work and I need to be alone.
• I go through messy phases and tidy phases. Being messy during a tidy phase is never good, and vice versa.

Akram Khan, dancer and choreographer

Akram Khan in DeshAkram Khan in Desh. Photograph: Alastair Muir/Rex Features
• Collaborate Go on a journey with someone who is as different to you as chalk and cheese. I am inspired by the dialogue between two different bodies, two different minds, two different ways of expressing a single idea.
• Observe I observe my surroundings acutely – an animal in the city streets, a man in the wilderness.
• Displace yourself I am always inspired by things that are placed in an unfamiliar territory. Even after 37 years, I still feel displaced within my own body: I have never felt completely at ease with it.
• Find stories I am inspired by stories of people, of communities, of different cultures, of new history that we are writing or forming. Mostly, I am inspired by children and their grandparents: the way their faces dance.
• Let go The subconscious part of myself creates far more interesting things than the conscious part can ever dream of.
Akram Khan's Desh premiered at the Curve Theatre, Leicester in 2011.

Polly Morgan, artist

• Don't wait for a good idea to come to you. Start by realising an average idea – no one has to see it. If I hadn't made the works I'm ashamed of, the ones I'm proud of wouldn't exist.
• Leave the house. Or better still, go to Battersea Dogs & Cats Home and rescue a staffie. I did so partly to get out more, as I was spending too much time surrounded by the same objects, within the same walls. The sense of guilt I feel when my dogs are indoors forces me out at regular intervals. One of my favourite new ideas came about when I stopped to examine a weed growing in the forest I walk in.
• Hard work isn't always productive. Your brain needs periods of inactivity. I think of it as a field lying fallow; keep harvesting and the crops won't mature.
• Don't restrict yourself to your own medium. It is just as possible to be inspired by a film-maker, fashion designer, writer or friend than another artist. Cross-pollination makes for an interesting outcome.
• Be brief, concise and direct. Anyone who over-complicates things is at best insecure and at worst stupid. Children speak the most sense and they haven't read Nietzsche.
• Don't try to second-guess what people will want to buy. Successful artists have been so because they have shown people something they hadn't imagined. If buyers all knew what they wanted before it had been made, they could have made it themselves, or at least commissioned it.
• Don't be afraid to scrap all your hard work and planning and do it differently at the last minute. It's easier to hold on to an idea because you're afraid to admit you were wrong than to let it go.

Kate Royal, opera singer

Soprano Kate RoyalSoprano Kate Royal. Photograph: Linda Nylind for the Guardian
• Don't expect inspiration to happen when anyone else is watching. It usually happens when you are on your own, and it's gone in a second.
• Inspiration on stage is a controlled version of what you might experience in the practice room. As opera singers, we are bound by many rules – musically, dramatically, interpretatively. When inspiration strikes, you have to hope that the other 10 people on stage will give you space to wallow in your "moment".
• Try not to analyse other voices and interpretations too much. Of course we gain inspiration from the greats, but it is best found in the the opera's score or in the poetry. If this doesn't inspire you, then you are in the wrong job.
• Mistakes can be inspiring – allow yourself to take risks, and do what scares you. People might remember the colour of your dress and what encore you sang, but no one will remember if you forgot a word or if your phrasing didn't go to plan.
• Remember that art is everywhere. It's amazing what you can find inspiring on the No 464 bus from Peckham.
• Alcohol and singing are not a good combination – not in opera, anyway. The more you drink, the uglier you sound.
• Be kind to your voice. If you want it to inspire you, you have to inspire it, with lots of rest, steam, sweets and a good talking to every now and again.
• Don't Google yourself or your reviews. It can only end in misery – you either believe the crap or the good, or none of it at all.
• Let the audience into your world and you are bound to receive inspiration from them. Sometimes even the man asleep at the back has inspired me to sing with a little more "edge".
• Get some perspective. I always thought I had to have music every second of every day, or I wouldn't survive. The truth is that when I step back from it and learn to enjoy the more mundane aspects of life, I appreciate my music so much more.

Ian Rickson, director

• Hang on in there. Inspiration can come at any time, even after it feels like you haven't been getting anywhere. Keep your stamina up, don't force too hard, and trust that you will find your way.
• Try to create an atmosphere where people feel free to take risks. Fear can shut down creativity, as can the pressure to impress.
• Enable the power of the group, so that what can be collectively achieved transcends the pressure upon any single person.
• Trust the ingenuity and instinctiveness of actors. Surround them with the right conditions and they'll teach you so much.
• You cannot overprepare. Enjoy being as searching and thorough as possible before you begin, so you can be as free as possible once you've started.
• Questions often open the doors of the imagination, even if we feel we should provide answers.
• Embrace new challenges. When we're reaching for things, we tend to be more creative.
• Try to remove your own ego from the equation. It can get in the way.
• Work hard and relish the opportunities.
• Take a deep breath, and a leap of faith.

Olivia Williams, actor

Olivia WilliamsOlivia Williams. Photograph: Graeme Robertson for the Guardian
• Stay open. Acting is specific, because it requires co-operation and social interaction – both to observe, experience and empathise with other human behaviours in order to reproduce them believably on stage or screen, or just to work with other actors to create a scene.
•Relax. That doesn't mean the work itself or the preparation is relaxed, but the beginning of the process – the reading of the script and the vision of how it can be realised – is not forced. Then, when inspiration has struck, comes the messy process of practicalities.

Martin Parr, photographer

We live in a difficult but inspiring world, and there is so much out there that I want to record. However you cannot photograph everything, so I have to select subjects that throw light on the relationship I have with the world. This is often expressed as an ambiguity or a contradiction.
Look at tourism, for example. We have an idea of what a famous site will look like as w've seen the photos – but when you get there, the reality is usually different. This rub between mythology and reality is the inspiration – and the contradiction.
Inspiration can also come when a good connection is made with the subject. The nature and quality of this connection can vary enormously. It may range from getting into a small community and winning the trust of the subjects over a number of visits; but it could also come from walking in the mountains and feeling a certain affinity with the landscape.
The knack is to find your own inspiration, and take it on a journey to create work that is personal and revealing.

Wayne McGregor, choreographer

• Do
• Empty
• Panic
• Forage
• Generate
• Embody
• Edit
• Decide
• Persist
• Practise

Interviews by Laura Barnett
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