ADVERTORIAL Building a Guild


Presented with a mission to support creative learning and a sector in crisis, Director Gilly Bryerley knew a radical approach was needed.


in terms of the time, resources and un-dwindling praise we offer the fabulous individuals and organisations living and breathing creative learning.


T


he concept of a ‘Guild’ was first presented to us just after I came into post, by the creatives


we had in to support us with a much-needed rebrand (we were at that point a ‘foundation’ that had been going since the 80’s). At first I balked at the language: I associated


‘Guilds’ with medieval craftsmen (and indeed primarily men), but we did some research and went back to the original definition, which read as: “an association of people for mutual aid or the pursuit of a common goal”. Something in that resonated, so we let it percolate.


Seeing the individual The experience I’d had in my previous role as a CEO of a creative learning charity echoed the mapping exercise the Guild undertook in our locality. It showed that the majority of opportunities for children and young people to take part in arts-based education (both in and


outside of school settings) were down to one or two committed individuals. That the continuation of creative learning opportunities more often that not completely hinged on a key individuals willingness to keep fighting. We were interested in what could make a


difference here and now to say, the lone dance teacher in a school terrified of losing their job and running dance clubs every single lunch-time (to try to boost sign-ups in the GSCE class). To to the primary teacher spending their spare time (and sometimes their own money) trying to secure donations of musical instruments because there’s barely enough in the budget for photocopying, never mind resources. There was plenty of work going on at a policy,


strategy and even training level but we saw a gaping hole in the recognising, celebrating and supporting of individuals that are keeping creative learning alive. Attempting to bring those individuals together “in pursuit of a common goal” seemed to be what we could offer. It transpired we were a Guild after all.


A values-led approach It was very clear to me from the start that the Guilds’ role in the eco-system needed to be about spearheading a movement, not offering a service. Amongst our core values are independence


and impartiality. We aren’t restricted by a specific funders’ policy of how creative learning should be delivered, nor are we trying to peddle our own approach to creative learning as a gold standard. In fact, we don’t have our own approach to creative learning as being an ‘honest broker’ is one of our guiding principles too. Ultimately, our core value is ‘generosity’. Both


October 2018


Building a Guild We built the charity’s business plan based on these values and the key issues flagged up in the consultation we’d undertaken with schools and practitioners. As the plan developed it became apparent that the issues weren’t contained to our locality, nor would the response be drastically more costly to implement more widely, so we made the decision to operate nationally. We have just launched the UK’s first National


Creative Learning Awards to celebrate and champion inspirational innovators, educators and practitioners. We’ve recruited a panel of high profile judges including a best-selling children’s author, an Olivier award winning theatre producer and a senior researcher from the LEGO foundation. Shortlisted nominees will receive an exclusive invitation to the 2019 Creative Learning Summit we are hosting in our new state of the art creative learning centre in Yorkshire, which will offer CPD, networking and some inspirational guest speakers. We are also offering press and PR support to those shortlisted to help raise their profile and shout loudly about the brilliant work they do.


uNominations are now open and can be made online at www.creativelearning guild.co.uk/national-awards


www.education-today.co.uk 9


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