5 66 Growing future Innovators: a scoping study Recommended next steps Light drawing workshop. Photograph courtesy <strong>of</strong> the Foundation <strong>for</strong> Art and technology (FACT), Liverpool, UK.
The overarching recommendation <strong>of</strong> this report is to <strong>for</strong>ge stronger interdisciplinary partnerships that can educate <strong>for</strong> innovation. Researchers, school constituents, contemporary art institutions and other stakeholders should seek to create reciprocal learning networks that are jointly focused on increasing innovation cultures and capacities. Optimally, these initiatives would be designed in response to local contexts, challenges and ideas, and draw on the available resources <strong>of</strong> the combined partnership. Research into these initiatives should, where possible, employ a longitudinal approach to trialing and testing, so as to contribute better to policy developments and wider arts, innovation and education discourses. The following particular recommendations are proposed <strong>for</strong> researchers, schools, and contemporary arts institutions: Researchers: Build a clearer pr<strong>of</strong>ile <strong>of</strong> the arts and cultural innovator, including more detailed definitions <strong>of</strong> competencies in relationship to other innovator ‘types,’ and the factors that help or hinder the development <strong>of</strong> these dispositions. Develop more robust tools to measure innovation competencies and employ these to evaluate the impact <strong>of</strong> arts-led programming in education contexts with teachers and young people. Critically review the new national curriculum framework to evaluate the extent to which it supports innovation content, values, skills and delivery. Explore extra-curricula learning contexts, in addition to classroom experiences, <strong>for</strong> <strong>for</strong>ging innovation cultures and competencies. Schools: Directed by the seven key factors identified by Kirkland & Sutch (2009) reviewed in this report, critically reflect on the education institution capacity to support and engage with the innovation agenda. Diversify the means <strong>of</strong> engagement with contemporary arts institutions to include alternative but accessible teaching and learning initiatives and technologies, and to promote dialogue and exchange between <strong>innovators</strong> and school constituents. Partner with contemporary arts institutions to <strong>of</strong>fer teachers, students and other learning partners genuine opportunities to exercise creativity, risk taking, self-efficacy, energy and leadership. Establish ‘expert collaborations’ between teachers and contemporary artists and curators that develop 21st century learning environments and a culture <strong>of</strong> innovation with staff and students. Explore the ways in which contemporary arts experiences and dispositions are transferrable across disciplines and <strong>of</strong> use to learning and innovation in non-arts fields and contexts. Employ contemporary arts-led programming that can rein<strong>for</strong>ce or scaffold curriculum but that can also exceed it via extra-curricula opportunities. Contemporary arts institutions: Clarify the arts terminology <strong>of</strong> innovation in relationship to other sectors as part <strong>of</strong> promoting existing innovation that is hidden, submerged or underacknowledged. Cultivate ways <strong>for</strong> schools to access innovative content and creators, drawing narrative strategies to communicate more clearly the innovation in the world and work <strong>of</strong> artists. Actively experiment with new technologies and virtual reality plat<strong>for</strong>ms that can overcome geographic and economic barriers to engaging with school audiences. Offer teachers and young people practical, hands-on opportunities to experience the methods, materials and cycles <strong>of</strong> creativity and innovation that artists use. Partner with schools to grow habits and dispositions <strong>of</strong> innovation through sustained engagements like artist residencies or long-term, immersive projects that are mindful <strong>of</strong> curricula yet not limited by these frameworks. Growing future Innovators: a scoping study 67
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