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Last month I was asked by First for Business magazine to write a short review of the year in the Creative and Digital sector in Sheffield, and I took the opportunity to raise the need and desire to launch a trade association for the digital industries here - here's what I said:
I've been working in the creative and digital sector in Sheffield for the last ten years. Since 2011, I’ve also been actively involved in the Creative and Digital Industries (CDI) Sector Group of Sheffield City Region LEP.
Sheffield has seen a lot of local success in the sector over the last twelve months: the growth of recent startups like The Floow and Pimoroni, and of more established firms like Rocket, ten24 and Universal Everything; new workspaces such as Sum Studios, Union St and The ROCO; the transition of DotForge to a social startup accelerator; the increasing importance of digital creativity at DocFest and the Children's Media Conference; the opening of the School for Creative Startups and the creation of the Advanced Computing Research Centre.
However, I believe it is now becoming increasingly inappropriate to consider the 'creative and digital industries' as a single sector of the economy. “Digital”’ is an environment which contains all the business models of the physical world but also makes new ones possible. “Digital” contains service businesses, engineering and manufacturing businesses, retailers, marketplaces and exporters. In addition, there are collaborative, open models of resource sharing, peer-to-peer networks, micro-subscriptions, crowdfunding, virtual currencies and so on; as well as huge opportunity and activity in non-creative areas, such as health technology, education, banking and analytics.
The creative industries are something different. They may use digital technology or they may not, but they have different business models and support needs. Yet, for the purposes of our economic development policy, we still group digital together with the creative industries and consider them as one sector. Sheffield has significant strengths in both areas, but continuing to combine the two as if their needs were similar benefits neither. In fact it may only benefit those firms that inhabit the intersection of the two domains, leaving the rest of our creative sector and the rest of our digital technology sector with little voice and little influence.
Many of my colleagues in both the creative and the digital sectors agree and are starting to drive change at the grassroots level. Just last month, Sheffield’s Culture Consortium - the body responsible for cultural strategy in the city - announced the establishment of a Creative Guild, a new trade association to represent “artists, makers and all creative enterprises”. This is great for the creative sector and will give it a new voice and energy.
At the same time, we need to establish an equivalent association for the region's digital or ‘tech’ sector, so that it can more effectively engage with local and regional policy makers, as well as bodies like Tech City UK, Tech North, Innovate UK, UKTI and other parts of the local, national and international economy.
A group of us are actively trying to make this happen. If you are interested in helping to establish this body, please get in touch - you can find me easily on the network.
I've been having a lot of conversations about making this a reality, along with Saul Cozens (@saulcozens), Mel Karanek (@melkanarek), Andy Mayer (@andymayer) and Neill Birchenall (@birchenall).
The feedback we've had has been very positive and we are now close to presenting the plan for how we make this happen. We're also going to get a twitter account and website up in the next few weeks, so we can keep everyone posted as to our progress.
(You can read the original article at First for Business' website - and thanks to Julie Farmer for asking me to write it.)
A few minutes ago a twitter conversation broke out that quickly involved too many people for there to be any room left to chat, so I thought I'd throw this page up to see if the conversation goes anywhere (and credit to Aden Davies - @Aden_76 - for kicking the converdsation off in the first place).
At issue is the question of whether it makes sense, and is practicable, to combine several (or many!) small local digital conferences and events into one huge digital festival in Sheffield?
Here's a Storify of the conversation.
And in addition to the ones mentioned in that thread, Herb and I could possibly also organise a TEDxSheffield to coincide, and there's Leila Johnson's Hack Circus, and Hackers and Makers as well perhaps?
The UTC needs Creative and Digital Media projects!
For the last couple of years, I've been involved with the Sheffield University Technical College as a director and governor, and general representative of the creative and digital community in school affairs. It's a brilliant institution, and is fast becoming the model for other UTCs around the country. The staff there have done a really tremendous job to build such an exciting school to train the next generation of designers, creatives and engineers right in the heart of Sheffield's Creative Industries Quarter.
Perhaps the greatest thing about the UTC model is that it relies on employers and students working together on curriculum-relevant projects all year round. This practical connection to the industry and the world of work does so much to contextualise the lessons and create relationships - it greatly accelerates the students' learning and ability to find employment when they leave.
However, it is, of course, reliant on
local employers getting involved in the projects! The new schedule of modules has just been published, so I thought I'd try to make it as easy as I can for firms to get involved in the Creative and Digital Media side of the specialist curriculum (the engineering side is already well covered!).
So, here's how to get involved:
Each year-group has multiple units each term. Each unit needs a project to focus the work and make it "real". Those projects should be sponsored and provided by a local employer. It won't take up much time, and the value in terms of publicity, scouting new talent and generally doing something good for the community is well worth it.
Below is an idea of how much time you'd need to invest, a breakdown of all the units running across the age groups next year, and instructions on getting in touch.
Time Requirement:
Working with the teaching staff to define a suitable brief (approx 3 hours).
Introducing the project to the students (2 hours).
Mid-project check-in to provide advice/support (2 hours).
Review the final project outputs (2 hours).
Total: 9 hours.
The usual duration of a module/project is 6 weeks.
There will also be an end-of-year awards ceremony in July, you may be invited to attend and hand out gongs to the students that excelled in your sponsored project. This would also take up a couple of hours of your time.
All of those times are approximate of course, and depend on the project specifics - and any additional time/support/merch you'd like to offer will be gratefully accepted!
2014/15 Creative and Digital Media Units:
Year 10 (14-15 year-olds)
Starting in September:
Creating Digital Graphics. (Unit R082)
The aim of this unit is for learners to understand the basics of digital graphics editing for the creative and digital media sector They will learn where and why digital graphics are used and what techniques we involved in their creation This unit will develop learners' understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process.
Creating a Games Concept. (Unit R091)
This unit will enable learners to understand the capabilities and limitations of a range of platforms. They will be able to identify core features of digital games and gain the knowledge to create a games design concept proposal that can be presented to a client for critical review. This unit will also enable learners to understand the basics of planning and designing digital games for the creative digital media sector.
This unit is being run for year 11s as well (see below). Ideally the same employer project should cover both groups of pupils.
Creating a Multipage Website. (Unit R085)
This unit will enable learners to understand the basics of creating multipage websites. It will enable learners to demonstrate their creativity by combining components to create a functional, intuitive and aesthetically pleasing website. It will allow them to interpret a client brief and to use planning and preparation techniques.
Year 11 (15-16 year-olds)
Starting in September:
Creating a Games Concept. (Unit R091)
See the Year 10s above. This unit will be run for both year groups, ideally with a single employer project covering both groups.
Creating a Digital Video Sequence. (Unit R089)
Gaming technologies, mobile phones, multimedia websites, film and television productions all use digital video to enhance and inform their content. The unit will enable learners to understand where digital video is used in the media industry such as television, film, web applications or computer gaming. The learner will also learn how these technologies are developed to reach an identified target audience.
Creating Interactive Media Products. (Unit R087)
Interactive multimedia products are used widely in everyday life and the creative and digital media sector. They are used in computer games, mobile phone applications, presentations and many other areas. This unit will enable learners to understand the basics of interactive multimedia products for the creative and digital media sector. They will learn where and why interactive multimedia is used and what features are needed for a given purpose. It will enable them to interpret a client brief, and to use time frames, deadlines and preparation techniques as part of the planning and creation process.
Starting in January:
Developing Digital Games. (Unit R092)
This unit will enable learners to understand the basics of creating digital games and their environments for the creative and digital media sector. It will enable learners to create a playable game from an existing design or brief. It will enable them to interpret a client brief and use time frames, deadlines and preparation techniques as part of the planning and creation process when creating a digital game.
Year 12 (16-17 year-olds)
Starting in September:
Analysing Media Products. (Unit 1)
This unit aims to allow learners to understand media institutions, how they work and the products they produce. Learners will understand production processes, target audiences, distribution and marketing through the analysis of media products.
Audio-Visual Promos. (Unit 46)
By completing this unit learners will understand audio-visual promos (trailers, documentaries, music videos). Learners will be able to generate ideas and produce pre-production material. Learners will produce and edit the audio-visual promo.
This unit is now covered by a project from WARP Films.
Games Industry. (Unit 60)
By completing this unit learners will understand the computer/console game industry, and existing computer/console products. They will understand the importance of games reviews, and how they are produced. Learners will plan a new computer/console game.
This unit is now covered by a project from Sumo Digital.
Starting in January:
Planning and Pitching an Audio Media Product. (Unit 19)
This unit aims to allow learners to understand audio media product and the importance of research and planning to produce them. They will understand how to generate and select ideas for their own audio media products, and pitch them to an editor, client or focus group. Learners will understand how to use feedback gained from their pitch to inform a production plan.
Music Technology, Recording and Production. (Unit 52)
This unit aims to allow learners to understand technology used in music production. Learners will be able to produce a music technology product.
Photography for Media Products. (Unit 31)
By completing this unit learners will understand use of professional photographs in media products. Learners will understand how to plan a shoot, photography techniques and then take and edit a range of photographs for a media product.
This unit is now covered by a project from Chris Saunders.
Year 13 (17-18 year-olds)
Starting in September:
Games Production. (Unit 65)
By completing this unit learners will gain practical skills in games production by planning and producing a functioning first level of a new computer games, including the creation of the elements and assets needed.
Producing a Print Based Product. (Unit 14)
By completing this unit learners will create pre-production materials, resolve any legal and/or ethical issues associated with the print media product brief they have been given (magazines). Learners will produce all assets and materials that they can use and edit to create the final print media product.
UK TV Broadcasting. (Unit 42)
By completing this unit learners will understand the structure and organisation of UK TV Broadcasting. They will be able to plan a UK TV production, and will pitch their planned idea to a producer. They will understand the importance of gaining and evaluating feedback.
This unit is now covered by a project from Sheffield Live TV.
Web Authoring and Design. (Unit 34)
By completing this unit learners will understand a range of contrasting commercial websites. They will plan to development of a new multi-page website. Learners will understand how to create a new website ready for user testing.
Starting in January:
UK Film Studies. (Unit 40)
By completing this unit learners will understand the structure and organisation the UK film industry. Learners will plan a UK film production, and will pitch their planned idea to a producer. They will create the product or an extract from the product.
Scriptwriting for Media Products. (Unit 11)
By completing this unit learners will understand scripts, and the part they play in a range of media products. Learners will be able to generate a range of ideas, and use one of these to produce a script for a media product, in response to a client brief.
Getting in touch:
If you would like to offer a project for any of those modules, please send an email to Victoria Allen, the CDM Curriculum Director, stating which term and module. - [email protected]
I'll update this list to indicate which units have been claimed as they get snapped up!
(It does also occur to me that this process in itself would be a good project to turn into a web app by the students...)
Thanks very much for your attention, and please SPREAD THE WORD!
Tweet the link to this page and email everyone you know in the business locally! It's easy to get involved, doesn't take much time and is an incredibly worthwhile thing to do!
