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Garrie Fletcher

~ writing and all that

Garrie Fletcher

Category Archives: Arts

The Brum Radio Lives!

31 Sunday Jan 2016

Posted by fletcherski in Arts, Birmingham, Culture, Live Music, Music, News, Radio, Reading, Writers, writing

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Birmingham, Book Club, Brum Radio, Johnathan Coe, Local Bands, Local Writers, Mazzy Snape, Mixcloud, Music, Ocean Colour Scene, Steve Craddock, uk

At last, Birmingham has its very own alternative radio station, Brum Radio. The station covers local bands, including an interview with Ocean Colour Scene’s Steve Craddock, and events as well as a Book Club programme that looks at the work of local authors. Their first guest was Johnathan Coe talking about his new book, Number Eleven. The show has teamed up with Waterstones to give you a £6 discount on the book when you say…….Well, to find out what the code is read the full article here on Mazzy Snape’s blog.

  

If you missed the first show you can grab it at MixCloud.
 

Arts Diversity

22 Tuesday Sep 2015

Posted by fletcherski in Arts

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Access to Arts, Arts, Create, Dance, Diversity, Film, Goldsmiths University, Working Class, writing

Do you work in the Arts? If you do it’s likely that you come from a middle-class background or if you don’t you’re most likely part of a dying breed.

Yesterday, The Guardian, reported on a survey looking at diversity in the Arts run by  Create in collaboration with Goldsmiths Universitypanic.

“A whole host of studies have demonstrated clear evidence of inequalities in cultural jobs based on people’s gender, ethnicity and class,” says Dave O’Brien of Goldsmiths, who is heading up the research. “However, there has yet to be a comprehensive picture from across different occupations. There’s a need for much more comprehensive data about working life in the cultural and creative industries.” Goldsmiths recently found that only 18% of Britain’s cultural workforce were born to parents with working-class jobs.

A previous study revealed significant obstacles for working-class actors. “People from working-class backgrounds were underrepresented compared to those from more affluent backgrounds,” O’Brien says. “Access to drama schools, the ability to get a top agent, and the ability to live in London and do the multiple, often unpaid, jobs that allow access to acting were clearly related to an actor’s social background.”

The results will be out in November and no prizes for guessing what they’ll turn up. However, to give them a clear picture as possibly why not click on this link and take part in the survey? It only takes a couple of minutes. Click here.

10 rules for teaching the arts.

13 Sunday Jul 2014

Posted by fletcherski in Art, Arts, teaching, workshops, writing

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10 rules for teaching the arts, arts in education, Michael Rosen, Teaching the arts, working with children, writing

Michael Rosen, poet, writer and long time advocate for the arts in education, recently posted a wonderful piece on the Guardian website about how we teach the arts being just as important as the fact that we do teach it. Many of you out there that work in the arts and teach, already know how important that is, but I thought his ten key points to how that should be approached and why are so important that they’re well worth sharing again.

Michael Rosen is a children’s novelist and a former British Children’s Laureate Photograph: Graeme Robertson

Michael Rosen is a children’s novelist and a former British Children’s Laureate Photograph: Graeme Robertson

Michael Rosen’s teaching of the arts checklist:

1) have a sense of ownership and control in the process;

2) have a sense of possibility, transformation and change – that the process is not closed with pre-planned outcomes;

3) feel safe in the process, and know that no matter what they do, they will not be exposed to ridicule, relentless testing, or the fear of being wrong;

4) feel the process can be individual, co-operative or both;

5) feel there is a flow between the arts, that they are not boxed off from each other;

6) feel they are working in an environment that welcomes their home cultures, backgrounds, heritages and languages;

7) feel that what they are making or doing matters – that the activity has status within the school and beyond;

8) be encouraged and enabled to find audiences for their work;

9) be exposed to the best practice and the best practitioners possible;

10) be encouraged to think of the arts as including or involving investigation, invention, discovery, play and co-operation and to think that these happen within the actual doing, but also in the talk, commentary and critical dialogue that goes on around the activity itself.

To read the article in full click here.

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