The Argument

Here you can download the toolkit ‘The Argument’. These case study slides will help you tell the narrative of your project and prompt thoughts for an evaluation process and the progression of your work.  The format is flexible – you can include text, pictures and film on the pages and make the document as long or as short as you require. We hope it will enable you to continue to make the case for using the arts. We would encourage you to contribute to the body of work contained in A Different View website, so please email us your completed set of case study slides.


Download the toolkit ‘The Argument’ (Powerpoint Template 332KB)


Email us your completed set of case study slides to



Appendix – Creativity and Risk – Evaluation of the Impact of Arts


Research has identified a number of risk factors around crime, mental health, teenage pregnancy, drug abuse – and suggests that those most “at risk” are often affected by a cluster of factors. Broadly there are grouping around four key areas of potential risk

  • personal/ relationships.
  • education, skills and opportunities
  • family and school, community

Effective intervention should focus on ‘Protective Factors’ – the “flipside” of the risk factors so that for example:- if one risk factor identified could be described as “the influence of a delinquent peer group” then the protective factor could be to strengthen their capacity to stand up for themselves and widen their social networks so they can choose other friends.

What we are trying to do in The Argument is to demonstrate how particular kinds of interventions – in this case the use of creativity and art can strengthen protective factors. The Argument is designed to help individuals, both artists and project managers, to demonstrate how the person has developed “protective factors” e.g relevant skills, opportunities etc. The aim of The Argument is to create a way of collecting a range of evidence about what has changed to help you evaluate your project.
For example

  • individual and relationships might include;-
  • Poor communication
  • Lack of negotiating skills
  • Lack of confidence/self-esteem
  • Withdrawn or uncommunicative
  • Sees self as a failure
  • Relies on bullying or other inappropriate behaviour
  • Limited or dysfunctional relationships/networks
  • Difficulties in forming relationships
  • Tendency for bullying, controlling or abuse relationships
  • Difficulty/inability to work as a team

Education and lack of skills and opportunities might include

  • Poor literacy and numeracy
  • Failure to engage in education
  • Lack of concentration
  • Few interests
  • Lack of successes in any sphere
  • No ambition
  • Lack of clarify about the future
  • Failure to engage with education, employment or training


Family, School and Community could include

  • Parenting – harsh, neglectful or inconsistent treatment
  • Lack of engagement with learning
  • Community – poverty, few facilities
  • Availability of drugs, criminal sub-culture etc

It could be difficult to demonstrate that Arts had a made a direct impact upon these external factors- but it might be possible to show that parental engagement had become more positive or that strengthening protective factors helps people to cope with the external environment and make choices that promote their own interests rather than destroy them.


Thames Valley Partnership
March 2007