Case study: University of the Arts London Rings

Partnering with University of the Arts London Students’ Union, Eva London launched a Graduation Ring design competition open to students studying BA Jewellery Design at Central St Martins, one of the constituent colleges of the University. The competition was judged by a mixture of leading figures from the fashion industry, the media and the University itself. The result was a completely unique design that demonstrated a dynamic modernisation of the Graduation Ring concept, in keeping with the University’s ethos and image. The winning student received a cash prize, a set of Graduation Rings, design acknowledgement and features in national press (including Vogue.com). The winning designs were taken into production and can now be ordered at the SU shop, graduation ceremonies, alumni events and online at www.evalondon.com/arts.

How to get your university/Union involved

Get in touch with Eva London by calling 0207 148 7060, visit  www.evalondon.com or email info@evalondon.com for more information.

Visit www.artsgroup.org.uk/national-summit/ or click here for more info and to register your delegates.

The summit has be rearrange for July 1st/2nd at University of the Arts London.

Please visit our “National Summit” Pages for more details and to register.

With great regret, due to the increasing likelihood of rail strikes on the 6^th-8^th April, the organizers have taken the decision to postpone the National Arts Student Summit. The Summit is currently planned to be rearranged, probably in June, perhaps aptly, in the first 100 days or whichever government is in power after the election!

Many thanks to those of you who have registered to attend, we look forward to seeing you at the Summit when we can confirm details.

Any queries or issues please don’t hesitate to contact chair@artsgroup.org.uk

Words by Lemma Shehadi

The increase of the creative industry’s numbers and economic activity is a recent development. To account for this, the Creative Graduates Creative Futures published a report on the career patterns of creative graduates. Undertaken between 2008 and 2010 and involving 3,500 creative graduates from the last six years, here we outline the CGCF executive summary, released in September 2009, of which a full report is to be published this spring.

What is particular to graduates in creative degrees, is that in pursuing their careers, they tend to engage in a multitude of activities. The CGCF highlights  that these activities combine a pattern of portfolio work and learning. This stems from the practice-led research emphasised in the curriculum of creative degrees. Graduates seem to combine this skill of applying their learning to work, whilst always learning and working throughout their creative careers

What this tends to encourage is a combination of self-employment and employment, and also a perfect ease with self-employment as a means of self-led learning. The summary reports that 45% of the graduates interviewed had worked on a freelance basis.

Creative graduates find the transition from higher education to the work place quite smooth. Their creative curriculum requires them to apply their learning through live projects. In the course of their degree, they are asked to set up exhibitions, they may receive commissions, and they work amongst teachers who are also practising artists.  Practice-led research becomes an important factor that creative Higher Education institutions want to maintain and enhance for the future.

Whilst portfolio careers are more desirable to creative graduates, they are financially less sustainable. As the summary states, creative careers are not always very well paid. It emerges then that graduates working one steady job earn more than those engaged in three or more paid occupations. The latter, rely on these combined income streams to make a living.

However such a statistic-led research, though it can bring to light certain key patterns amongst creative graduates, does nothing to illustrate how such dynamics are achieved. Neither can it account for the concerns or the exceptions that it highlights. Why graduates choose portfolio careers over having one job with higher pay is not a question that can be answered by the executive summary. And whilst it gives a positive and dynamic portrayal of the ever growing cultural sectors, it merely glosses over a concern that creative roles tend to have a low pay.

Words by Lemma Shehadi

Graduates fresh out of uni and looking for employment enter a vicious cycle: for though they have the qualifications, they do not have the experience required. Without this, they are unable to get a job, and are furthermore barred from gaining experience. Internships, paid or unpaid, help to resolve this problem.

There is a flexibility as to what qualifies as an internship, which leads some people to see it as “volunteered” work and others as exploitation of labour. The problem of definition begins with the distinct lack of grants available for interns, which make the opportunity exclusive to those who can afford to work without pay. Unpaid interships cover expenses only, and the Job Seeker’s Allowance is only legible to those who have been claiming it 6 months prior to their internship. This likens internships to indefinite unemployment.

In contrast, interns in Wales can claim a minimum of £240 for 10 weeks. What the Go Wales Work Placement does, in limiting the allowance  to 10 weeks, is also restrict the length of internships to that time. This makes the shorter placements more appealing and  reduces the risk of exploitation.

Consider the classic nightmare intern scenario. This is the one where the intern, hoping she will be offered employment by the company, or unable to find a placement elsewhere, works unpaid for over 6 months, during which she is asked to make coffee or squeeze oranges. What is clear in such cases is the following: a six month placement is no longer an internship, and neither do running jobs count as work experience for qualified graduates.

The fear is that in such cases, internships are breaking the minimum wage law, whereby anyone over the age of 22, working full hours should be paid a minimum of £5.80 an hour. A philosophy student argued that a worker’s relation with a company are purely financial, and his work contributes to an economic system of gain. To not receive monetary rewards in return is exploitation. Another student however points to a loop hole whereby because interns volunteer to work, they can do so without pay.

However interns have reported very positive unpaid experiences, many of which would no longer be available should pay become a requisite. Small businesses, online magazines, underground record labels cannot afford to pay their interns, but can provide them with great experience and the possibility of a job. A consultant at Chatham House in Picadilly told me about an intern for whom a solid position was actually created in order to make her an employee. When she left that job, the position was offered to another intern. Chatham House’s internships pay expenses and are restricted to three months.

It is not the pay, but the length of an internship that should be monitored, as well as the company’s work ethic. It is clear that this ethic will not change even if paid internships were enforced. This may, in the end, justify exploitation of employees, by becoming a disguise for what is really an underpaid job. To restrict the length is to reduce the time given for exploitation to become possible. This works on a number of levels, namely that it highlights the “temporariness” of an internship to both the intern and the employer. The former is less likely to feel trapped in an unpaid job with no financial or intellectual benefits.

See the article on jotta

Weds 7^th April 2010.

12.00 – 12.30  Coffee and registration

 An Arts Education, Policies and Innovation 

1.30 – 1.45   Kit Friend Chair of The Arts Group, 

Welcome and introduction to the

1.45 – 2.15 Professor Maureen Wayman OBE “Delivering the Dream”



2.15 – 2.45 Ian Thompson 
Sorrel Foundation, 
”Design and Innovation where do we start?”

2.45 – 3.00 Questions from the floor to the speakers



3.00 – 3.15 Coffee

3.15  -– 4.4 5  Facilitated Group Discussions

6pm onwards – Dinner and Evening activities

Thurs 8th April 2010.

Creative Industries and University Collaboration Opportunities, Barriers and Solutions

             9.30– 10.00  Coffee and registration

10.00 – 10.30 Steve Besley Head of Education Policy Edexcel, speaks on the wider education landscape and what we should prepare for.

10.30 – 11. 00  Marcus Mason, Development Officer, ‘New Deal of the Mind’ 

11.00 – 11.30  coffee

11.30 – 12.45  Workshops

12.45 – 1.45  lunch

1.45 – 2.00 Mark Crawley, National Arts Learning Network “Response and Responsibility”

2.00 – 2.20  Leanne Manfredi, Victoria & Albert Museum

2.20 – 3.00  Facilitators – report back and discussion

3.00 – 3.20  Tea Break

3.20   Plenary and ways forward

3.45    Closing remarks

Coffee

April 21-24, 2010, Chicago, USA

Online Registration closes 14 April, 2010

http://claimingcreativity.com/registration.php

Claiming Creativity seeks to re-position creativity as a driver not only for our economies, but also for art making, for transformational processes, and for social and cultural development and change. The working assumption is that the vitality of our common future is linked tightly to creative practice in many forms. This symposium will place artists, designers, architects and other active “creators,” and those who teach in the creative disciplines squarely at the center of these important conversations along with leaders in industry and commerce who share an interest in the life of the imagination and its value to society.

Educators and other leaders in the arts, business, science, commerce, industry, public policy, and environment are invited to attend.

Claiming Creativity also features an online forum, live and available now to all symposium registrants. Successful proposal abstracts are included on the forum and allow for pre-symposium discourse to begin shaping the Chicago symposium; the forum discussions will also provide additional ideas for special sessions at the Chicago symposium, making Claiming Creativity as interactive as possible for the symposium registrants. Additionally, a symposium “journal” will be published through Columbia College Chicago’s academic press.

Claiming Creativity keynote speakers include Sarat Maharaj (UK), Dany Jacobs (Netherlands), and Amina J. Dickerson (USA). Their vast cultural knowledge and influence will undoubtedly afford symposium attendees new perspectives on “Claiming Creativity” and “the life of imagination and its value to society.”

For details about the symposium, registration, and the keynote speakers, please visit: http://claimingcreativity.com

Pre-Registration is now open.

The National Arts Student Summit is open to all representative (from sabbatical officers to course reps) from creative subjects across the UK.

At the Summit you will have the opportunity to debate and discuss the development of Arts Education and Employment from Primary School to the Workplace.

For more information and to pre-register your delegates please click here