Our Evaluation Proces and Lessons Learned


The evaluation process was driven by a series of questions that measured artistic quality and impact of the project.

A variety of evaluation tools were used to collect both quantitative and qualitative data and more detailed feedback at the start, middle and end of the project.

Evaluation tools used included ; video vox pops interviews, text messaging, emojis, speech bubbles.

Evaluation data was gathered from project participants, artists & creative practitioners, support staff and project partners.


Sheffield college Fir Vale Centre has recognised the valuable contribution the Arts made to their young peoples development and would like to continue delivering creative arts based approaches.

Maryam Bozorgizadeh Course Manager at Sheffield College, Fir Vale Centre wrote “ I will be very grateful if you will let me know about your availability to do this project during next academic year as part of enrichment activities arranged for ESOL Gateway students at Firvale Centre.”

The action research model proved effective in providing positive responses to change by to continuously improving the delivery of creative activities through a trial eand error iteration process.
to find which approaches were successful and what were lessons learned?

Longer-term investment would need to be made in the delivery of arts programmes in settings like Fir Vale College in order to have a deeper impact.

Short term Arts projects do not always adequately meet participants needs (partly due to recent pandemic endingd project delivery). Longer term projects measured in years rather than months would build relationships and offer a deeper connection over time, embedding creative practice and its positive effects.

Further training for key staff in this context would help to embed positive creative outcomes and would enhance their offer to the young people. This was particularly relevant with the creative use of digital technologies.

This project was an excellent opportunity for Artists to futher develop their engaged working practices, learning from other practitioners and developing new skills.