Gold Arts Award adviser toolkit
Please note that this is an abbreviated version of the Arts Award adviser
toolkit covering evidence requirements and assessment criteria. Please
refer to your hard copy for further context and examples.
unit 1 personal arts development
part A: extend own arts practice
what young people should do
Young people should identify a main art form or arts practice* and decide
how to extend their practice through working with a new/different art
form, genre or practice. Young people should create new work influenced
by this experience and share it with others.
They should make and implement a plan that involves them developing
their arts skills through working with another practitioner experienced
within the new art form, genre or practice (this might be a peer or a
professional arts practitioner).
As a guide, the implementation of the plan should be something that can
be achieved in 3-6 months, spending 2-4 hours a week on the activity
(the timescale can be shortened or lengthened where appropriate but the
amount of time spent should enable young people to demonstrate
development of their arts practice). Implementing the plan should clearly
demonstrate how the young people meet the Level 3 assessment criteria
on page 77, particularly for art form and sector knowledge and
understanding and creativity.
Young people should gather evidence about how they are developing their
new skills and adjust their plan where appropriate.
Having developed their arts skills in the new art form, genre or practice,
young people must then produce new material. The new material should
be in the main art form or arts practice and should be clearly influenced
by, or inclusive of, the new art form or practice.
The resulting arts-related work or product should be shared with others in
some way, e.g. an event, an exhibition or a website. The young person
should evidence the sharing and gather feedback from those who have
seen the work.
The young person should then review their overall development,
identifying what impact the work with a new/different new art form, genre
or practice has had upon their own arts practice specifically and generally.
(*‘Arts practice’ could include arts administration, arts marketing, stage
management, exhibition curation, website development or similar
activities within the creative industries. The young person should work
with another practitioner to develop their skills in the same way that
artists collaborate across disciplines. Gold Arts Award can be used as the
knowledge certificate within a Community Arts Apprenticeship (Level 3).)
what advisers should do
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help the young person identify a main art form/arts practice and an
appropriate new or different art form, genre or practice
help the young person identify a practitioner with whom they can work
support appropriate plans and how the implementation of them will
meet the criteria
support ways the young person could find out more about current arts
practice
NB: advisers should not decide upon the new art form, genre or practice
but they can organise the public sharing
what young people should demonstrate through their evidence
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identification of a main art form or practice and development of new
skills within a new art form, genre or practice
development of new artistic pathways
an understanding of the relationship of their own arts activity to
current arts practice
the creation of a new piece of art work or arts practice
the sharing of the new work
how to collect feedback and evaluate their challenge
evidence required
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details of their main art form or practice
details of the new art form, genre or practice and why they have
chosen it
a plan of how they will develop their new skills
evidence of how the plan is progressing
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the new art work or arts product (or appropriate evidence of it e.g.
photographs, recording etc)
evidence of the sharing
feedback from others
a final review, including reflection on the new skills they have
developed and the influence they have had on their original art
form/arts practice.
unit 1 personal arts development
part B: identify and use development opportunities within the
wider arts sector
what young people should do
Young people identify and participate in development opportunities
through practical involvement in work placements, volunteering, training
or workshops. These can be in any area of the arts and within their own,
or the wider, arts and cultural community.
Young people should record what they found out about the opportunities
available, what they learnt whilst undertaking their activities, what they
found out about organisations that they worked with and the impact the
experiences have had on their own practice. They should also collect
feedback about their participation.
what advisers should do
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give guidance on sources of information about relevant occupations
and activities (eg arts organisations, careers providers, professional
bodies, trade and general press, websites)
discuss local opportunities for placements, volunteering, training and
workshops (NB: consider local Arts Award Supporter offers)
ensure the activities chosen meet the minimum involvement
requirements
what young people should demonstrate through their evidence
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research into sources of information
research into development opportunities
active participation in practical activities
how to evaluate experiences
evidence required
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evidence of research into opportunities to participate in the arts
a description of what they did on their
placement/volunteering/training/workshops
reflection on how their experiences have supported their learning and
arts development
comments from the practitioners leading the
placement/volunteering/training/workshops about their participation
NB: as a guide the young person’s minimum involvement should be
equivalent to five days’ work placement or volunteering or two days’
training or workshops.
unit 1 personal arts development
part C: research advanced practitioners and review arts events
what young people should do
Young people research more advanced arts practitioners within a familiar
or new art form/arts practice by exploring their career paths, their work
and, where applicable, the organisations that support them.
The emphasis is on active experience – through experiencing the work of
more advanced practitioners, interviewing them or others involved with
their work and might include attending events, and reviewing their work.
Young people should experience and review a range of arts events. Young
people should reflect on what they have learnt from their research and
experience and consider how it has influenced their own development
potential and ways in which their arts practice might develop in the
future.
what advisers should do
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give guidance on sources of information
discuss which practitioners may be of interest
discuss opportunities for active involvement and support the young
person to make links where necessary (NB: consider Arts Award
Supporter offers)
discuss the nature and purpose of reviews and research
discuss different formats for reviews
what young people should demonstrate through their evidence
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how to conduct active research into arts practitioners and
organisations
how practitioners manage and sustain their work
increased knowledge and understanding of an art form
an understanding of the nature and purpose of a review
how to review an arts event using language appropriate to the art form
consideration of how their experiences have influenced them
evidence required
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evidence of research into the more advanced arts practitioner(s), their
work and any organisations that support them, including details of any
contact with the more advanced arts practitioner(s) chosen or others
involved with their work
reviews of relevant arts events
reflection on how their research and experiences have influenced their
own arts practice and/or plans and how they might develop their arts
practice in future
unit 1 personal arts development
part D: form and communicate a view on an arts issue
what young people should do
This part encourages young people to develop their understanding of an
issue affecting the arts and form their own view based on their research
and experience.
Young people choose and explore an issue of interest or relevance to
them. They should research and understand a range of views on the
issue, extract relevant details, reflect on what they have found out,
develop sound arguments and be able to support their position regarding
the issue. The young person’s view may grow or change through their
involvement and experiences. They must share details of their research
and their views with others and collect feedback on their views.
NB: this part does not have to focus on the art forms/arts practice
explored in other sections of the award.
what advisers should do
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facilitate young people to identify and explore issues that are
relevant to them and that they feel strongly about
support young people source and understand a range of views
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test out the young people’s arguments and support them to
challenge themselves and others appropriately
suggest ways the young people can share their views with others
and collect feedback
what young people should demonstrate through their evidence
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an understanding of current issues within the arts
research into an issue of interest or relevance to them
different viewpoints on the issue, including public opinion and
opinions that support and differ from theirs
how to present their research and communicate their views to
others effectively and persuasively
evidence required
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a description of the issue and why they have chosen it
evidence of research into a range of views about the issue (both
supporting and differing from their own views)
reflection on the research and how it has influenced their views
a copy of the final argument they have built up about the issue
evidence of how the argument was shared with others and their
feedback
unit 2 arts project leadership (all 5 parts in Unit 2 are linked)
For the Gold Award leadership project young people will be working
mainly independently, with background support from the adviser.
This may be in a small group but, if working as part of a team, each
person must take responsibility for a specific leadership area throughout
the arts project.
The project might involve a series of workshops, a one-off day-long event
or a performance, an exhibition, development of a product, a publication
or an arts-based website. The project could also be a one-to-one
relationship between the young person and another person where the
young person is passing on their arts skills over a series of sessions.
The outcome must be shown to or shared with an audience and this must
be organised by the young person.
The arts project and each individual role should be of sufficient scope and
length to ensure the young people have the opportunity to demonstrate
all areas in Unit 2, including having a distinct leadership role in an arts
project, having a creative input, managing people and resources,
organising the public showing and evaluating the success of the project
and their own involvement.
As a guide, the project should take the equivalent of approximately six
months, spending 1-2 hours a week on it (the timescale can be shortened
or lengthened where appropriate but the amount of time spent should
enable young people to demonstrate development of their leadership
skills).
Background support should be provided by the adviser and other
appropriate adults, who will ensure that the planning and delivery of the
project meet the required standards for health and safety, child protection
and other relevant legal issues.
unit 2 plan the project
part A: identify the project aims and desired outcomes
what young people should do
Young people should identify the skills and qualities of an effective arts
leader and consider examples of effective leadership that they have
experienced.
Young people work with their adviser to identify a suitable project and
find an appropriate group of participants and potential audience.
They take responsibility for planning the project and their plan should
provide details of the project they have chosen to lead, why they have
chosen it, it aims and desired outcomes and should specify the leadership
skills they plan to develop. They should also demonstrate an
understanding of the purpose of evaluation.
what advisers should do
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ensure young people understand the skills and qualities of effective
arts leaders
discuss suitable projects for the target participants and audience
discuss the aims of the project and the young people’s roles
advise on project planning (see guidance in award guidance booklet)
advise on who else could give support and guidance
discuss how the outcomes of the project can be evaluated
NB: Advisers may discuss suitable projects but should not specify a
particular project or write content for the plan
what young people should demonstrate through their evidence
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an understanding of effective arts leadership
a distinct leadership role within the arts project
how to establish the project’s aims and desired outcomes
how to provide the creative stimulus to develop an arts project which
includes a public showing
how to ensure the project is relevant to its participants and audience
how to develop an appropriate project plan
evidence required
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a project plan detailing:
o reflection on the skills and qualities of an effective arts leader
o details of the leadership skills they wish to develop
o a description of the arts project chosen, its aims and desired
outcomes
o a description of their leadership role and responsibilities within
the project and how these will support development of their
leadership skills
o if working in a team, how their role relates to the roles of others
o how they will measure the effectiveness of their leadership and
the success of the project, based on their own reflection and
feedback from others
NB: Parts A and B can be evidenced through one project plan but the
evidence for each part must be clearly defined and meet the requirements
listed in ‘what young people should demonstrate through the evidence’
and ‘evidence required’.
unit 2 plan the project
part B: organise the people and resources required to run the
project
what young people should do
Young people take responsibility, allocate roles to others and organise
equipment and resources as appropriate. This may include recruiting
participants, setting timescales, organising rehearsal schedules, sourcing
venues and equipment, developing materials needed for workshops and
seeking funding. Young people should also plan the public
showing/sharing of the project required in part D.
Young people develop an understanding of risk assessment and relevant
legislation affecting participation, performance, exhibitions, or production.
what advisers should do
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outline the parameters of the project as appropriate to the context
give further advice on project planning and organisation
advise on budgeting and effective use of resources
give or source guidance on risk assessment, health and safety and
other relevant legislation
discuss details of the public showing/sharing
what young people should demonstrate through their evidence
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how to organise participants and/ or others involved in the project
how to access suitable equipment, resources and/or venues
how to budget and, where appropriate, access funding
how to conduct a straightforward risk assessment
how to deal with contingencies associated with the type of project
who to contact for advice and/or assistance
the health and safety, legislation, licensing and insurance
requirements, as appropriate
the most appropriate ways of showing/sharing the work publicly
how they are developing their leadership skills
evidence required
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a project plan detailing (but not limited to)
o practical issues including management of all resources
o timescales
o how they will promote the project and recruit
participants/audience
o how they will deliver the project
o how they will evaluate their leadership development
o their plans for arranging, promoting, managing and collecting
feedback on the public showing of the project (see part D)
o risk assessment (including child protection/vulnerable adults
where appropriate)
o consideration of health and safety issues
o consideration of any legislation, licensing and insurance
requirements
NB: Parts A and B can be evidenced through one project plan but the
evidence for each part must be clearly defined and meet the requirements
listed in ‘what young people should demonstrate through the evidence’
and ‘evidence required’.
unit 2 deliver the project
part C: manage the effectiveness of the project
what young people should do
Young people deliver the project following the project plan and making
adjustments to it where necessary.
Throughout the project young people should record examples of how they
are developing and applying leadership skills, including inspiring and
motivating others, leading creatively, responding to and resolving
problems and working with and supporting others. This can be collected
through observations or feedback from others, and/or reflection and
observations from themselves.
what advisers should do
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monitor and comment on the delivery of the project
discuss the progress of the project
help young people think through possible unexpected outcomes
provide ongoing advice and support
support the collection of evidence along the way
what young people should demonstrate through their evidence
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how they are developing and applying their leadership skills
how they are implementing and, where necessary, amending their
plans
how to inspire, motivate and work effectively with participants
how to communicate clearly and effectively with participants and
others involved in the project
how to manage time and resources effectively, including budgets
where appropriate
how to respond to unexpected and/or emergency situations
evidence required
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evidence of delivery of the project e.g. diary log, recordings, annotated
photographs, printed materials, details of meetings and discussions
ongoing reflection on where and how they are developing and applying
their leadership skills during the delivery of the project, including
inspiring and motivating participants, communicating and dealing with
resources and challenges
evidence of how they are collecting feedback from others, both about
the project and about their leadership abilities
unit 2 deliver the project
part D: manage a public showing of work
what young people should do
Young people learn how to manage an arts event through arranging a
public showing or sharing of their leadership project, with the support of
their adviser. It need not be a fully public event: for example, a concert
or exhibition within a school or youth club environment is acceptable.
Young people should decide upon the nature of the public
showing/sharing, arrange the publicity and make practical arrangements
such as venue and equipment hire, in addition to delivering the event
itself.
They should have a clear understanding of their leadership role and
responsibilities within the context of the public showing (as distinct from
the delivery of the project to date), particularly where the young people
are working as a team.
Young people should collect feedback about the event and, where
appropriate, their leadership skills, from participants, audience members
and others involved in the public showing/sharing.
what advisers should do
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advise
advise
advise
advise
young people on effective ways of showing/sharing work
young people on marketing and publicity
on practical aspects of the public showing
on effective methods of obtaining feedback
what young people should demonstrate through their evidence
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how to make the necessary arrangements for a public showing/sharing
of work
how to advertise or promote the event effectively
how to deliver the event effectively
how to collect feedback on the event and their leadership skills from
different sources
evidence required
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details of how the project will be shown/shared publicly
their responsibilities in relation to the public showing/sharing
details of how they have organised people and resources
delivery of the public showing
ongoing reflection on where and how they are developing and applying
their leadership skills whilst managing the event
feedback from participants and audience members
unit 2 review the project
part E: arts leadership project report
what young people should do
Young people should provide a final project report, demonstrating
reflection on the objectives of the project plan and the delivery of their
leadership project. They should provide their own evaluation of the
success (or otherwise) of the project, any challenges encountered, the
extent to which they have developed and applied their leadership skills
and what they have learnt about leadership from the process.
Having collected feedback from participants and others involved in the
project throughout its duration, and from audience members, young
people collate and analyse the responses and compare these with their
own reflections. They should reflect on any particular differences in
perception between their own assessment and the feedback provided and
draw conclusions that will improve further projects.
what advisers should do
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create opportunities for young people to reflect on their development
as arts leaders
give guidance on different approaches to evaluation
give guidance on preparing a project report (see guidance in award
guidance booklet and on website)
NB: Advisers should not compose any content of the review, although
young people may wish to include comments from advisers
what young people should demonstrate through their evidence
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reflection on the success and challenges of the project in terms of
planning, delivery, resources and outcome
reflection on how they developed their leadership skills
how the project contributed to their development in the following
areas:
o art form understanding
o creativity in arts practice and leadership
o planning and review skills
o communication skills
how to interpret and evaluate feedback from different interest groups
how to construct a project report
how the design of similar projects might differ in the future
evidence required
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a project report including: (but not limited to)
o with reference to the skills identified in part A of the unit, how
their leadership skills have developed
o how the project has developed their art form knowledge and
understanding, creativity in arts practice, planning and review
skills, and communication skills
o how well their project plan worked
o the overall achievements, successes and challenges of the
project
o what they have learnt about working effectively with others
o what they have learnt from the feedback they received from
participants, audience members and others (e.g. team
members, adviser, other adults/organisations involved)
o what they would do differently in future in terms of improving
the project or adapting it for different groups
Gold assessment criteria
art form knowledge and understanding
pass: understanding of the skills, knowledge and working practices
relevant to the young person’s own art form; ability to take responsibility
for own art form development.
Typically, when preparing for the Gold Award young people will:
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take more responsibility for their learning within the art form
through engaging with complex practical activities, seeking and
actively using feedback and support, and adapting approaches to
meet new demands
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be able to reflect on the quality of their learning and performance
during reviews, and give evidence of their achievements in line with
aims agreed with the adviser, based on information they have
gathered from various sources
creativity
pass: demonstrating artistic imagination and originality; demonstrating a
range of creative responses which are appropriate and new to the young
person.
Typically, when preparing for the Gold Award young people will:
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demonstrate artistic imagination and originality within the art form
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demonstrate a range of creative responses which are appropriate
and new to the young person
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identify and use a variety of methods and resources to solve
complex problems, comparing options, understanding risk factors
and justifying the options they select
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draw conclusions from the results and consider alternative options
that might have been more effective
planning and review
pass: able to evaluate and use information to design imaginative plans
which can deal with unfamiliar or unexpected problems; able to analyse
and reflect on the success of the plan, drawing appropriate conclusions.
Typically, when preparing for the Gold Award young people will:
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take more responsibility for planning complex work, and agreeing
objectives, responsibilities and working arrangements
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review the extent to which the work has been successful, identifying
factors that influenced the outcome, as well as ways to improve
future activities
communication
pass: demonstrate an ability to communicate complex ideas with some
skill, differentiating effectively between various types of audience; able to
mount persuasive arguments in support of own views or opinions.
Typically, when preparing for the Gold Award young people will:
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balance a number of points simultaneously in conversation, possibly
using specialist vocabulary, and showing the relative importance of
each
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actively encourage others to participate
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use resources in a systematic way so that they can find relevant
information, separate fact from opinion, spot biased information and
synthesise their findings
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communicate in a way which is reasoned, coherent and well crafted