Event Planning Research

-where necessary produce a brief for artists
-connect with community groups – give yourself enough time to run workshops
-look into community group project bursaries
-get in touch with bands asap and set a date


Event Planning Research


Event Planning step by step

2.Select a date and reserve a venue
3.Event Details
-set up – chairs, tables etc with the correct staff
-Audio/Visual Needs- Arrange for technical support with the venue
4.Create an activity plan
-ads, flyers, correct information
5.Ticket sales if necessary
6.Security issues
7.Be attentive at the event
-assess the audience
-safety issues/risks
-are people interested and enjoying it
-how many people are there
-thanking any performers at the end of the event
8.After the Event

Events Planning Research


10 steps to get you started with event planning

1. Develop event goal and objectives
2. Organise a team
-venue management, sponsors, publicity, entertainment, volunteer management
3. Set a date
4. Brand your event
-brain storm names
-create a tagline
-design a logo
5. Create a masterplan
-venue, logistics and catering management
-registration – payment, sign in etc
-volunteer management
6. Determine Admin process
7. Identify and establish partnerships and sponsors
8.Create a publicity plan
9. Establish a budget
10. Determine evaluative process


To run an event within Leeds City Centre which involves live music, an arts exhibition bringing together work of local artists and work of community groups on a selected theme and perhaps organise local artists to be able to sell their work at the event.

The community groups will be involved through tailored workshops that I will run with them in order to help them produce an outcome for the exhibition, this will be a contrasting with the work the local artists would produce and it will be interesting to see the two being exhibited in the same space.

Why this research is relevant

Moving forward this research will help me to form a basis for the kinds of things I need to be gaining experience in during this project.
My main aim is to apply for the PGCE in secondary teaching in Art and Design, which has experience requirements (preferably) of working with people aged 11-16 – in December I worked with a dads group in Belle Isle but many of the children were younger than this, maybe if i can find a way to involve young people in this process it will add real strength to my application

Job Prospect Research – 4c

Teaching whilst being an artist


Donald Roos-
Multiple disciplinary, teaching a variety of subjects in everything from informal workshops to formal lectures, goes so far as to say that teaching actually costs him money in a certain way.
‘For me, its financially better to work for clients’ he points out ‘Earning money is necessary, but its not my main motivation to be a designer. The best teachers I had were the ones who taught because they are passionate about their jobs and the craft of design and art’

Marion Deuchars – Illustrator
Marion points out that the worst kind of teacher is the practitioner who is only teaching for the extra income. ‘When a good balance is achieved, it is really great for both teacher and student. It can be a very stimulating environment, the energy and enthusiasm and talent of the students can be very inspiring and help ones own practice’ she explains ‘I was reluctant to take more time in teaching. I was scared I’d be sucked into education and unable to continue my practice’ ‘ the sense of not getting sucked in is echoed by others – maintaining an identity as a practising creative professional is crucial, they say’

Adam Graff
His commitment is the equivalent of half a post, which is the ‘absolute maximum’ he explains ‘otherwise you get sucked in. You start one day a week and slowly you can easily become full time, because you’re attracted to the security, but then you lose your practice and you become a teacher. And I always say thats not my trade – but i do love it’

Job Prospect Research – 4b

Fee’s and Funding Research

£9000 for tuition fee’s year commencing 2016/2017

Get Into Teaching
‘financial support for trainee teachers was never better. You could get £30,000 tax free whilst you train either as a bursary or prestigious scholarship – or you could even earn a salary of up to £25,000 whilst you train as a school direct salaried course. Your eligibility for financial support, and the amount you can expect to receive, will depend on the subject you choose to teach and your degree classification or highest relevant academic qualification. If your degree isn’t in the subject you wish to teach, you may be eligible for a funded course to increase your subject knowledge before you start your training.

Secondary funding options
Looking through the funding options it doesn’t appear that there are any bursaries or scholarships for art and design on the get into teaching website.

PGCE Courses
If you are studying a full time postgraduate course leading to Qualified Teacher status you can apply to SFE fir tuition fee and maintenance loans, supplementary grants and the DSA