1. Centre for Medical Humanities University of Durham Workforce development Interdisciplinary research and evaluation Delivery of multi-sector ‘arts in health’ projects International profile and network hub A special commitment to the North East region cmh.info@durham.ac.uk www.dur.ac.uk/cmh

2. Arts in Community Health - ‘the collective body’ (Image: Antony Gormley Domain Field 2003)

3. Are arts in health a means of treating people …or a way of helping them view the world?

4. - Making ‘new traditions’- an alignment between the social determinants of health and the cultural imperative to make art?

5. From past social evils to present injustices Adapted from Daniel Dorling Injustice (2010) Past social evils (1940s)Present injustices (2010) IgnoranceElitism WantExclusion IdlenessPrejudice SqualorGreed DiseaseDespair

6. In 2007…urban dwellers became the majority of the world’s population

7. Autonomy and full social participation are so important for health that their lack leads to deterioration in health. Michael Marmot Status Syndrome 2004

8. Factors which make for health are concerned with a sense of personal and social identity, human worth, communication, participation in the making of political decisions, celebration and responsibility. The language of science alone is insufficient to describe health: the languages of story, myth and poetry also disclose its truth. Michael Wilson Health Is For People. 1975

10. Technical rationalityProfessional artistry Practice is concerned with certainty Uncertainty is endemic Complexity must be reducedComplexity is inevitable Factual knowledge is requiredSome things remain unknowable Protocols should drive practiceJudgment is central to practice Quality is measurableQuality lies within each professional Services are to be deliveredCare can only be realised Performance management is essential Professional self regulation is needed Regulatory mechanisms are required Development achieves high quality Staff training is neededProfessional education is required Coles C. Where is the wisdom? Professional education and the realisation of health care. Oxford University Press; 2005.

11. Common Knowledge Tyne and Wear Health Action Zone 2000-2004 Multi-sector arts in health learning programme Network of 250 people 50 pilot projects Research and evaluation Has influenced growth of networks in Yorkshire, East Midlands, North West, County Cork and Western Australia

13. Project Director Project Coordinator Project Manager Art Education Local Govt. Health Vol. Sector Admin Sunderland South Tyneside North Tyneside Gateshead The Governance Group Core Staff Phase I Pilot Project Phase II Pilot Project The COMMON KNOWLEDGE NETWORK The Arts in Health initiative for the Tyne and Wear Health Action Zone Phase I Regional Project Action day/ event The constituents of the Governance Group are also representative of the region and most have direct experience of CK Projects. Evaluator CAHHM Core staff are all part time, with a total of 250 person days per annum, excluding administrative assistance. DCMS Evaluation As well as the CK evaluator and links with The Centre for Arts and Humanities in Health and Medicine at Durham University, CK is being evaluated by the Dept. of Culture, Media and Sport. The Common Knowledge network has created projects using differing art forms including music, drama and the visual arts, for a variety of care groups representative of the five HAZ targets – older people, young people, coronary heart disease, cancer and mental health. Phase III Development Project Newcastle 250+ constituents, most also representing organisations. All have participated in CK events.

23. ‘When a gift passes, it becomes the binder of many wills. What gathers in it is not only the sentiment of generosity but the affirmation of individual goodwill, making of those separate parts a spiritus mundi, a unanimous heart, a band whose wills are focused through the lens of the gift. Thus the gift becomes an agent of social cohesion, and this again leads to the feeling that its passage increases its worth, for in social life at least, the whole is greater than the sum of its parts’. Lewis Hyde “The Gift” 1981

24. Closing The Gap in a Generation: health equity through action on the social determinants of health. WHO: Geneva 2008. “Evidence is only one part of what swings policy decisions – political will and institutional capacity are important too. But more than simply academic exercises, research is needed to generate new understanding in practical, accessible ways…recognising and utilising a range of types of evidence, and recognising the added value of globally expanded Knowledge Networks and communities”.

25. Arts in community health – a small-scale global phenomenon

26. Siyazama [‘We Are Trying...’] “We used to sit around all day doing nothing, but now we can do this and children come and ask what we are doing, so we tell them they can do it one day, so they grow up with the message in them. It is very empowering that I can teach others, and when I die, other people have something to remember me by. I am very happy about that and to think I can make a difference in the world.” Tholiwe Sithole, aged 80 Msinga, Kwazulu-Natal, South Africa

27. International ‘critical mass’ meeting, Durham 2011 - from UK, Australia, USA, South Africa, Mexico, Ireland

28. Looking for a meaningful exchange of research and practice between North of England and Western Australia

29. From 2010, new Common Knowledge programmes in Gateshead, South Tyneside and Co. Durham

30. Induction event Developing a multi-sector workforce for community-based arts in health promotion HealthTopic Seminars Leading to… Pilot Projects Co-mentoring Placements

31. Developing reflective practice The foundation of purposeful learning. Learning how to take a perspective on ones own actions and experience - examine experience rather than just live it.

32. “ I will tell others that if they take part in Common Knowledge they will be inspired and they will make lots of contacts and see the bigger picture.“ "You learn about the evidence base for arts in health and wellbeing, getting practical ideas about project process and evaluation.“ "I have greater understanding of evaluation tools for capturing information to use for future development and partnership working to access funding. It's been a wonderful and enlightening experience.“ "I am surprised I have been able to apply the knowledge I have gained into a real project - I was sceptical at the start but now feel I could explain to colleagues the benefits of using the arts to promote health.“ "I can see the impact it has had on my personal life - trying to do more creative things myself - and I recognise creative elements in my work that are not necessarily about producing things but about the way I do things."

33. Common Knowledge Bringing together arts, health and education To develop: Relationship-based working through creative activity

34. Common Knowledge Bringing together arts, health and education To develop: Relationship-based working through creative activity Health literacy

35. Common Knowledge Bringing together arts, health and education To develop: Relationship-based working through creative activity Health literacy Emotional health and well-being

36. Common Knowledge Bringing together arts, health and education To develop: Relationship-based working through creative activity Health literacy Emotional health and well-being Resilience

37. Resilience occurs when the personal meets the political, when the resources we need for health are available so we can realise our potential…We need a communitisation of health, understanding health as a communal experience. Handbook for Working with Children and Youth: pathways to resilience. 2005.

38. Guidelines under 5 headings: - Participants come first - A responsive approach - Upholding values - Feedback and evaluation - Good management and governance Download from: www.waterfordhealingarts.com

39. Seven essential principles 1. Art as the gift

40. Seven essential principles 2. Congenial space

41. Seven essential principles 3. Responsiveness

42. Seven essential principles 4. Self-care

43. Seven essential principles 5. Identity and sense of place

44. Seven essential principles 6. Generate well-being

45. Seven essential principles 7. Responsibility