Youth Arts Toolkit – National Youth Strategy – Outcome 4

Currently filtering all Youth Arts Toolkit - National Youth Strategy - Outcome 4 Content by the Youth Arts Programme

April 12, 2016

Talk About Youth Project, St Andrews Resource Centre

What is the value of the Arts in a Youth Work Context? Over the next four blogs the “Talk About Youth“ Project will profile their work […]
October 14, 2015

A Skills Perspective on Arts Education II

Looking at the impact that arts education could have on the development of various skills sets  was the original idea behind the OECD’s book Art for […]
September 3, 2015

A Skills Perspective on Arts Education

We know that access to the Arts is important for Young People, but why? In this next series of blogs we have asked individuals from a […]
August 25, 2015

Why is Creativity Important and What Does it Contribute?

Following on from last week’s blog, this second reflection developed by youth workers and artists in Cork as part of the Creativity and Change programme is […]
June 5, 2015

Sing and Shine Part II

In this blog, as the ‘Sing and Shine’ programme draws to a close, we talk to Mary Amond O’Brien about the positive impact that this project […]
November 3, 2014

International Collaboration – Station Next

In this, our second blog in the International Exchange series, Nisse Koltz from Station Next in Denmark, discusses the value of meaningful international exchange to both […]
September 16, 2014
YOUTH ARTS

Returning to My Spiritual Home… from participant to leader

In this, our final blog, in the series examining how young people in arts groups have made the transition from being a member to becoming a […]
June 26, 2014

That Little Extra

Choir is the second art form that we have chosen to profile in this blog series, examining how young people in arts groups have made the […]
March 19, 2014

Art, Social Justice and Political Activism

In this his final blog in the series, John discusses the power that creating art with young people can have; art which can make us think […]
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