Readership: secondary, ITT

Reaching disengaged students through media skills

The Gaining Ground project aimed to develop a fresh approach to engaging young people excluded from mainstream education. Media practitioners introduced media skills to young people in Pupil Referral Units over two school years. Cathy Poole evaluates the project and reports on the results.

The Rural Media Company (RMC), a media education and production organisation with an emphasis on socially aware media and communications projmaking media ects, worked on the products carried a Gaining Ground project with three sense of cool that Herefordshire Pupil Referral Units (PRUs) was inherently the Aconbury engaging Centre (year 9), The Priory and St Davids (year 10). The project ran for two years, as this was considered sufficient time to enable new practice to become embedded in the curriculum.

What is the impact of working with media practitioners on the pupils and on the schools? How best can such activity become embedded in schools curricula? What were the outcomes?

Running the project in schools

The five-week modules taught practical creative media activity: digital stories film making digital music journalism animation photography and journalism mixed media film and photography for the web. The project used two models. In model 1 the practical media activity was timetabled weekly into the curriculum throughout two school years at The Aconbury Centre, with additional staff training. In model 2 (the hands-off model), staff from St Davids and The Priory had half-day interventions for

Aims and key questions

The aims of the project were to: offer a quality experience for pupils, providing them with new means of expression enhance self-esteem in pupils in PRUs ensure legacy beyond the projects time span. Our key questions were as follows. How can practical media work engage disaffected pupils?

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each module, with training and practical support over the same two-year period. The practitioners brought equipment so that the young people had direct hands-on experience. They constructed a range of different roles for pupils, so they could work independently or with teaching assistant (TA) support, and learned to provide regular opportunities throughout the 45-minute sessions for young people to see results.

Practical media work enabled them to express issues and concerns directly, providing a means of expression in a language in which they knew how to respond. They decided to make a film about a pupils expectation of being bullied when starting a new school. The final shot shows the pupil being welcomed. When none of the group wanted to play the new pupil, it was decided to make the camera the victim, a scenario easily represented through the film medium. The practitioners provided a quality experience. Most young people engaged fully. For some, concentration levels were low due to circumstances outside the classroom. However, they also experienced small, but nonetheless significant, gains.

How can practical media work engage disaffected pupils?

Pupils learned how to create media products on each module. The visual language used was familiar to them as viewers, and making media products carried a sense of cool that was inherently engaging. Being shown quality results quickly improved self-esteem and provided an incentive to continue. These small bites of success are beyond rubies for children who dont often experience success. Headteacher

What is the impact of working with media practitioners on the pupils and the schools?
Chosen for their ability to communicate and engage, practitioners respected and valued pupils ideas. Young people responded to their informal yet structured approach, appreciating their professional skills and experience. They have different experience from teachers. Pupil Initially some finished off pupils work so that it looked professional. Following early evaluation, it was agreed that young people should be involved in every aspect of the creative work, including editing, and this ensured a stronger sense of ownership. The same two practitioners taught two different modules each in year two. The young people learned to trust them during the first input, and were pleased when they reappeared. Their mature approach to the final discussion about the project with the film maker is evidence of this trust.

the therapeutic effects of the digital storytelling on pupils

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Teachers learned new skills, too, and enjoyed seeing pupils respond to media making with professional-looking end products. They felt valued by the investment made in their school. Its great because they are not teachers they have come in especially for them. Teacher Some of the young people participating in year one while at Aconbury moved to The Priory or St Davids for year two, and so had skills to contribute to media activity. Teachers felt able to use them as experts, which added an important dimension to the teacherpupil relationship.

What were the outcomes?

Outcomes were measured through regular classroom observation, one-to-one interviews with teachers, RMC and practitioners, regular questionnaires for and plenary discussion with young people. It gives you a sense of choice, because, if you really like it, you might go on to do it at college. Pupil

Different types of impact

NFER and Calouste Gulbenkian Foundation have invested significantly in research into the impact of arts projects. The list of outcomes provided in John Harlands work (Harland et al., 2000), is used by the authors of Serious Play (Wilkin, Gulliver and Kinder, 2005) to measure the impact of arts projects on PRU pupils. BFI/NFERs study, Special Effects, builds on these to provide a total model of impacts which might be observed for moving image work (Lord et al., 2007). The model of impacts covers: affective outcomes artform (film) knowledge and appreciation skills social and cultural knowledge knowledge, skills and appreciation beyond the arts thinking skills developments in creativity communication and expressive skills personal development social development changes in attitudes towards and involvement in the artform transfer beyond the artform (Lord et al., 2007). This study is not specific to PRUs, and Gaining Ground covered a wider range of

How best can such work become embedded in curricula?

The long-term partnership was key to the success of the Gaining Ground project. Regular intervention over two years meant opportunities to refine approaches to achieve best results. Both the regular timetabled slot at Aconbury and the more hands-off model at St Davids and The Priory informed the schools curricula. Training for PRU teachers and TAs empowered independent delivery after the project was over. The embedding process was helped by: early planning between the schools and the practitioners to manage equipment compatibility and culture difference presentations at staff meetings to ensure buy in from all staff strong leadership and clear vision from headteachers about legacy. Aware of the investment, Aconburys headteacher was particularly determined to ensure that the project informed curriculum development.

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Reaching disengaged students through media skills

artforms. However, this very detailed typology of impact can be usefully mapped against the Gaining Ground project outcomes and read to include other media employed as well as film under artform knowledge. Each of the impacts is divided into sub-categories, and those relevant to Gaining Ground are shown in Box 1.

Learning outcomes identified during Gaining Ground were new skills, enhancement of existing skills and social skills. These are mapped onto the total model of impact types in Table 1. Teachers also recognised the therapeutic effects of the digital storytelling on pupils, as an opportunity to look closely at aspects of their lives.

Box 1 Types of impact resulting from the project

Affective outcomes Immediate enjoyment Wellbeing and therapeutic Sense of achievement and satisfaction Immediate motivation Film knowledge and appreciation skills Film knowledge Film skills and technique Interpretative skills Social and cultural knowledge Social and moral issues Knowledge, skills and appreciation beyond moving image Content related to curriculum area Thinking Skills Concentration, focus, clarity Problem solving Developments in creativity Feeling more creative Ability to explore and use given ideas Capacity to be imaginative and creative Capacity to expand and experiment Developments in risk taking

Communication and expressive skills Communication and expressive skills through artform Generic communication skills Personal development Sense of self and identity Self-esteem Self-confidence Moving image confidence Sense of maturity Social development Working with others and team work Social relationships Social awareness of others Changes in attitudes towards and involvement in (film) Attitudes to learning about film Positive image of ability in film Attendance and behaviour during project Attitudes towards career in film (artform) Transfer beyond the moving image Other subjects and other learning Life in school Current life outside school Future life and work Lord et al., 2007

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Table 1 Learning outcomes mapped to impact types Learning outcomes New skills Camera skills Process of editing Claymation Audio recording Basic musical theory Song compilation and structure Ability to listen and compose an individual performance Enhancing existing skills Communication skills Listening skills Numeracy Computer skills Visual/media literacy How to develop creative ideas Social skills Increased confidence Ability to relate well to practitioners from the world of work Personal development Personal development Transfer beyond the moving image Self-confidence Sense of maturity Current life outside school Working with others and team work Communication and expressive skills Transfer beyond the moving image Transfer beyond the moving image Film knowledge and appreciation skills Developments in creativity Generic communication skills Artform knowledge and skills Artform knowledge and skills Artform knowledge and skills Communication and expressive skills Developments in creativity Film (animation) skills and techniques Audio skills and technique Music skills and techniques Communication and expressive skills through the artform Ability to explore and use given ideas Artform knowledge and skills Film skills and techniques Type of impact Sub-category

Other subjects and other learning Other subjects and other learning Interpretative skills Ability to explore and use given ideas

Ability to cooperate with others on Social development a shared project

Impact on young people

The impacts on behaviour, attitude and attendance important for any pupil, but essential for PRU pupils were evident for The young people should all participants.Boxes case studies in be involved in every 2 and 3 show special significance for two of aspect of the the Aconbury pupils. For others, there were smaller gains, but teachers commented that pupils were pleased and proud of their products, were cooperative during sessions

and some, on occasion, took the lead. This demonstrated affective outcomes (sense of achievement), changes in attitudes towards and involvement in film (attendance and behaviour during the project), social development (teamwork). Practitioners noted changes in the pupils attitude as they become more familiar with them during a module. They are more polite, say goodbye, hello and thank you and you can have fun with them, playful fun. Impacts here are in social development (social awareness) and transfer beyond the moving image (life in school).

creative work

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Reaching disengaged students through media skills

Box 2 Boosting confidence and improving attitude

The pupil was described by the class teacher as an able but anxious pupil with a history of non-attendance, initially nervous, did not attend session 1. Pupil 1 became the mainstay of the group, acting, filming and editing confidently and capably. Has become more confident and capable with peers. In the final term, this pupils focus didnt waver and they were thrilled with the finished piece. The pupil said, I liked every bit of it I think it boosted my confidence a lot, especially with working with people. Extracts from the pupils PASS (Pupil Attitudes to Self and School) profile, a national benchmarking test measured at the beginning and end of the school year, demonstrated significant changes in his feelings about school, attitude to teachers and attitude to attendance. (See Box 4 for more about PASS.)

This progress was a great achievement for the pupil and for the centre. While Gaining Ground was only one part of the curriculum, it made a significant contribution to this pupils development.
Type of impact Social development Personal development Sub-category Working with others and teamwork Self esteem Self confidence Moving image confidence Sense of maturity Satisfaction Transfer beyond the moving image Affective outcomes Life in school Immediate enjoyment Sense of achievement Immediate motivation Thinking skills Concentration

Box 3 Tackling poor attendance and behavioural problems

With very poor attendance and with social and behavioural problems extending out of school poor concentration levels and distractible behaviour, this pupil was challenged by the practitioner to participate. At the end of the module, the teacher commented, It was wonderful to see them playing such a major role in something and being successful. The pupil said, I had a great time. I enjoyed shooting the bit when I was the angry person. It was great fun.

Type of impact Personal development Affective outcomes

Sub-category Sense of self and identity Immediate enjoyment Sense of achievement Immediate motivation

Changes in attitudes towards and involvement in film Social development Thinking skills

Changes to attendance and behaviour during project Working with others and teamwork Concentration

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Box 4 What is PASS?

Designed as a profiling tool, the PASS (Pupil Attitudes to Self and School) is a national benchmarking test designed with the belief that attitude is crucial to success. It is based around learner self worth, curricular and general motivation, pupil perceptions of their learning environment, task persistence and attendance attitudes. The learners complete questionnaires themselves, responding to questions about the following factors: feelings about school perceived learning capability self regard preparedness for learning attitudes to teachers general work ethic confidence in learning attitudes to attendance response to the curriculum demands.

What did you think of Gaining Ground?

Interesting and enjoyable because youre still learning. Weird because it puts you on the spot a bit. I liked the animation because you can do whatever you want. I thought it looked good I was proud of it. It was mostly the best work I have done here. Impacts as expressed in the typology: affective outcomes (enjoyment, sense of achievement, immediate motivation), changes in attitudes towards and involvement in film/artform (attitudes to learning about moving image, attendance and behaviour), transfer beyond the moving image (life in school) and personal development (sense of identity).

What did you feel?

Good because it took your mind off everything else, annoying at other times because it was fussy and you had to get it right. It makes me less shy I feel a lot less shy than I did at the start.

Young peoples views

During the final Aconbury session, young people spoke to camera about their experience of the project, answering questions they had prepared themselves. One group chose to forego their break to complete the discussion evidence of their strong engagement and demonstrating affective outcomes (enjoyment, sense of achievement, immediate motivation), changes in attitudes towards and involvement in film (attendance and behaviour) and transfer beyond the moving image (life in school). It is clear from their responses that the project thoroughly engaged the pupils and had an impact both on attitudes towards learning and ability to learn.

Gained confidence going on camera (filming). Impacts affective outcomes (enjoyment, wellbeing and therapeutic), film knowledge (film skills and techniques), personal development (self confidence) and social skills (social relationships).

What did you learn?

It has given me knowledge of Music and Animation and experience. How to make a film. How to focus the camera taking close-up shots. New things about computers.

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Reaching disengaged students through media skills

Impacts artform knowledge and skills (knowledge, appreciation, skills and techniques, interpretative skills), communication and expressive skills and transfer beyond the moving image (other subjects and learning).

On team work and leadership

All different people have different skills some people can do things better than others. I did it cos I thought I can do that and then other people joined ... proud, I suppose. Impacts personal development (sense of self and identity) and social development (working with others and team work, social awareness of others).

the creative approaches learned on Gaining Ground to support coursework (e.g. GCSE art). At St Davids, while the music module had less impact because teachers found it difficult to wean them off their own music, the St Davids teacher said: i-movie and digital photography are now part of what we do and we all do it. The animation work was deemed inspiring, but one teacher wanted time to develop her own use first, before delivering in the classroom. The headteacher at Aconbury believes the project enabled a culture change. Aconbury now offers media studies, taught by staff that participated. Teachers use their new skills and the RMCs models to deliver digital stories, comic strips and other practical activity. Film is used in history, art and drama lessons, and animation using clay is learned in art. Resources have been accessed to enhance curriculum delivery. Gaining Ground was a fantastic investment in what we do here. It has helped us to move forward in a way we couldnt have done without the project. The pupils gained selfesteem, but it worked for the staff and the centre as a whole, because it means people understand the work we do and hold it in esteem. Headteacher

What did you gain from it?

It gives you a sense of choice, because if you really like it, you might go onto do it at college you have more choice of what do when youre older. Impact transfer beyond moving image (future life and work).

The schools experience

While the three schools were at different stages in their media development, all felt great benefit. Model 1 had most impact both on individual pupils and the curriculum. St Davids, with equipment already in place and a culture where the project enabled practical media work a culture change was valued, reported excellent pupil progress and increased confidence in staff. Teachers at The Priory, with less history of media work, while upbeat about the impact, indicated that they might have gained more from model 1. Teachers supporting exam pupils both at The Priory and St Davids continue to employ

Conclusions
Gaining Ground provided a quality experience in terms of skills learned, creativity developed and classroom relationships between pupils, teachers and practitioners. Pupils gained self-esteem through the experience of working with these practitioners and through seeing the results of their work. For some, it represented their best achievements. While the legacy is most evident at The Aconbury Centre, The Priory and St Davids also continue to use approaches learned during the project.

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Gaining Ground provides a partnership model for application in PRUs, and a vehicle for linking 1419 mainstream and PRU delivery. Its findings could inform the work of the Diploma in Creative and Media.

Rural Media Company www.ruralmedia.co.uk

Acknowledgements
Thanks to RMC, Herefordshire Council Children and Young Peoples Services, PRU staff, practitioners and young people, for their willingness to discuss the project.

References
Harland, J., Kinder, K., Lord, P., Stott, A., Schagen, I., Haynes, J., Cushworth, L., White, R., and Paola, R. (2000). Arts Education in Secondary Schools: Effects and Effectiveness. Slough: NFER. Wilkin, A., Gulliver, C. and Kinder, K. (2005). Serious Play: an Evaluation of Arts Activities in Pupil Referral Units and Learning Support Units. London: Calouste Gulbenkian Foundation. Lord, P., Jones, M., Harland, J., Bazalgette, C., Reid, M., Potter, J. and Kinder, K. (2007). Special Effects: the Distinctiveness of Learning Outcomes in Relation to Moving Image Education Projects. Final Report [online]. Available: http://www.creative-partnerships. com/content/researchAndEvaluation Projects/140103/ [7 February, 2008].

About the author

Cathy Poole is Director of Lifelong Learning in the Department of Drama, School of Arts, University of Bristol. She is also an independent evaluator. Her main research interests are in media, literacy and cinemas as sites for learning.

Contact details
Cathy Poole cathyp@billsaunders.plus.com

Copying permitted
The NFER grants to educational institutions and interested bodies permission to reproduce this item in the interests of wider dissemination.

Weblinks
Gaining Ground www.gainingground.org.uk

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