Sing, Speak and Shine — From practice to transformation: Developing teachers’ creative confidence in the classroom

The TDF collaboration between Severn Arts and The Rivers CofE Academy Trust has been transforming how teachers engage with arts-based pedagogies across eight primary schools in Worcestershire, Dudley and Sandwell. Bringing together classroom teachers, professional artists and school leaders, the initiative has focused not just on enriching pupils’ experiences, but on developing teachers’ own creative confidence and practice.

At the heart of the programme has been a carefully constructed ​“pylons and wires” approach (ie structured input plus ongoing learning). This model ensured that while artists worked directly with teachers in schools, there was a strong emphasis on building sustainable skills and understanding. Teachers were encouraged to develop their own practice within the art forms, creating a lasting impact beyond the project’s lifespan. Over the two years, three artists representing different disciplines worked closely with staff, offering both practical input and creative inspiration. These disciplines included body percussion, rap and spoken word, with an underlying thread of oracy throughout.

The project has involved eight schools, including one alternative provision setting, ensuring that a diverse range of contexts and needs were represented. This diversity has strengthened the collaboration, enabling teachers to learn not only from the artists but also from one another.

As with any meaningful professional development, the journey has not been without its challenges. During the first year, many teachers found it difficult to step outside their comfort zones. There was a natural tendency to focus reflection on pupil enjoyment and outcomes, rather than on their own development as practitioners. While pupil engagement remained high, deeper professional reflection required a shift in mindset.

Recognising this, the second year introduced a more structured approach to reflection. Artists worked closely with project leads to model and guide reflective practice more explicitly. Teachers were supported to use a reflection framework with carefully designed prompts, encouraging them to think critically about their own learning, decision-making and growth in the arts. This shift proved significant, enabling richer conversations and a greater sense of professional ownership.

The project has also benefitted from the involvement of an external evaluator, who has played a key role in shaping reflective approaches and supporting both teachers and artists in evaluating impact. Each term, all participants have come together for joint reflection sessions — valuable opportunities to share practice, discuss challenges and celebrate progress. These sessions have become a cornerstone of the programme, reinforcing a sense of community and shared purpose.

Senior leaders across the schools have been actively engaged throughout, helping to embed the work within wider school priorities. Their involvement has been crucial in ensuring that the learning is not isolated but instead aligned with broader curriculum development and teaching strategies.

As the project moves into its next phase, we are turning our attention to legacy. There is a growing commitment to ensuring that the learning gained is sustained and extended. Plans are underway to integrate these approaches more fully into the curriculum, to share practice across other schools within the Trust, and to explore how this model can support trainee teachers at the start of their careers.

The project will culminate in a celebratory event at the end of June, where teachers, artists and leaders will come together to reflect on their journey and share the impact of their work. It promises to be both a moment of recognition and a springboard for the future.