Last winter I was asked to create a series of case studies and good practice guidance for arts related work with children and young people in rural areas. This was part of a bigger piece of work for Arts Connect as they began their journey to support the creation of a consortium for arts and cultural organisations across Shropshire.

Shropshire Arts Consortium was formally launched this week with much ground covered already in the past few months and a lively energy to carry on building opportunities for children and young people in the area moving forward. A website for their work is on its way and in the meantime you can follow them on the #ShropConsortium hashtag.

Many people were interested in the case studies and research I carried out, and Arts Connect have kindly agreed to share it as widely as possible. ​​

The resource created from this research contains

• Introduction to the depth / breadth of opportunities for engaging children and young people
• 14 case studies across a variety of art forms and models of practice, with images and a breakdown of transferable learning from each example other organisations could pick out and adopt / adapt in their own context
• 5 practical guiding principles for working with children and young people​​​​ particularly (though not exclusively) in rural areas

Feel free to read or download the resource below...

I'm really struck today by why artists / schools often feel a need to 'dumb down' what's possible - so many simple mosaics, hand prints, flowers, butterflies... there's nothing wrong with those, but it's as though there's an assumption that children aren't capable of getting wrapped up in ideas, thoughts, concepts, challenge, investigation, invention and processes. I know that they are, that they can handle more conceptual art than many adults, that ideas and possibility makes them buzz. So where is it that these limitations come from? Maybe it's the adults who are scared? Should we take a step back and learn from what the children can unlock for us? I'm just saying, let's not always fall back on the lowest common denominator.
You can read more comments and join in this conversation over on Facebook here...

There is an exciting opportunity for potters to get involved in a historic landmark project to commemorate the outbreak of WW1. The Tower of London are currently engaged in a major art installation to place 880,000 Ceramic Poppies around the moat of the Tower for November 11th 2014.

At Potclays we are proud to be the supplier of materials and equipment to the project and the fact that part of the installation will be made in Stoke makes it that little bit more special.

There is the opportunity for about 20 people to take part in paid work to support a WW1 commemorative Art project.

This phase of the project commences on Monday 28th July and the duration of the work is up to 3 months and they need people who have some craft skills - for anyone who has done a BA or MA in ceramics or anyone with a craft background. They are looking for ceramic makers and technicians who can work a 9 hour day (with an hour lunch break) at a rate of £10 an hour for making poppies. This rate is negotiable for experienced makers willing to commit for the 3 month period. The working hours are 8am to 5pm.

The work will take place on the site of Johnsons Tiles in Stoke who have a great set up and there would be a lot to gain for graduates or practitioners from a 3 month opportunity working there in terms of learning and experience.

Fiamma is especially interested in any technicians or experienced craft practitioners in the team to help meet their target of 880,000 poppies.

If they can't do the whole 3 months, they’d still like to hear from them. Please contact Fiamma directly about this opportunity.

Please contact [email protected] if you are available, leaving a telephone number.

Having relocated back to Lancashire, I'm now evangelical about it's hidden arts and cultural treasures. Here's a fantastic map of public arts across Pennine Lancashire - do come and visit the area and explore via the ArtsMap . The image is one of my absolute favourites: The Atom, on the Lancs / Yorkshire border...

I'm endlessly fascinated by the way any object, let alone a museum collection, can become some personal to people and interpreted so subjectively. We bring to things that which we already know. It's only possible to see and understand the object the way you alone can see and understand it.

With that in mind I was fascinated to watch this short film of how some students of Manchester Metropolitan University worked with a collection of random domestic objects from Victorian times. These were items from the Mary Greg Collection at Manchester Art Gallery.

I also recommend you visit the blog for this research and interpretation project. You need know nothing about Mary, her collection, the university or the art gallery in advance. Just enjoy what you find at the blog. I suspect it will reel you in just as it has me. Enjoy this short film (made by Asta Films)

The Equality & Human Rights Commission (EHRC) have launched a new set of resources for teachers.

A series of topics use the arts as a basis for exploring citizenship scenarios with pupils. There are  seven suggested topics, created to support schools entering this years's EHRC Young Brits at Art awards. However the resources are freely available for anyone to access and are relevant to anyone working with young people.

Each topic includes background ideas and information for teachers, an example scenario for teachers and pupils to explore together, and describes the work of a number of contemporary artists working in ways relevant to the topic outlined.

The topics include:
Your Rights - stemming from the United Nations Rights of a Child the topic explores the theme human rights and children's rights.
Homophobic Bullying - exploring homophobic bullying in schools and other places young people meet.
Class Divides Our Futures - asks about how children and young people become judged and channelled into certain schools, roles and careers based on perceptions about their social class.
Staying On - looks at implications for young people in terms of changes to the law about their education and training.
Wild Child - explores adult misconceptions compared to the realities of children's and young people's behaviour.
Creativity as Empowerment - how can we use creativity to remove barriers for people with disabilities?

Resources here
Awards information here