This is you
Project Team: Dr Kerry Chappell & Dr Margo Greenwood October 2013
1.1 The Includance Project
Includance was a cross-border micro-project which developed and explored a partnership between an English and French approach to social inclusion via the choreographic process. The project was built on the idea that the choreographic process and its associated creativity can contribute to the construction, development and emancipation of those participating in it. The project promoted a Franco-British exchange for young people defined in the bid as “out of school or work” led by professional artists, supported by social workers. An academic team was also engaged across the project to evaluate the progress of the young people involved. The Includance activity designed to achieve these objectives involved 18 young people, 10 in France and 8 in England between the ages of 16 and 25 years. In each country the young people worked for 2 hours weekly for 10 weeks with a local professional dance artist /company. The young people also travelled to and took part in two intensive cross-border exchanges one in Brest, France and one in Plymouth, England. Each exchange involved intensive creative work and culminated in a sharing or performance.
1.2.1 Shared French/English approach
The academic evaluation of the project centred on the first of the project objectives: to promote the social inclusion of disengaged young people. It was carried out by an academic team one side of which was situated in France the other in England. This report reflects the work of the English academic team
1.2.2 Creative Impact framing
The evaluation is framed by the Creative Impact Matrix. This tool suggests 5 different important impacts of performing arts based social inclusion projects, two of which (active citizenship and embodied cultural capital) were used to frame this Includance evaluation.
1.3 English Evaluation questions
In order to evaluate the sub-elements of the first project objective, the English team broke the objective down into eight questions which make up the headings in the Findings section.
The English team used a qualitative interpretive methodology to allow for as deep an understanding as possible of the participants’ lived experiences.
1.5 Data Collection & Analysis
Data collection took a number of forms including: beginning and end audio-recorded semi-structured interviews with the young people, interviews with adult professionals, a self- esteem scale filled in by the young people, adult professionals’ reflective logs,
young people’s reflections, researchers’ observational field notes and photographs.
Data analysis used the constant comparative method and worked for trustworthiness via adherence to the principles of credibility, transferability, dependability and confirmability.
The evaluation was carried out following the ethical guidelines of the British Educational Research Association (2011). Fundamentally this means that all evaluation procedures are carried out subject to voluntary informed consent where participants have the right to withdraw at any time, and the aim is for anonymity and confidentiality.
Click here to read the Findings