building b. · 2020. 3. 25. · building by historian/archivist adrian harvey who shared the...
TRANSCRIPT
Activities have been organised into types under each outcome as follows:
Outcome:
People will have developed skills
Outcome:
People will have learnt about heritage
Activity type Activity type
Construction and design skills
Digital technology skills
Historic research, recording and
interpretation skills
Marketing and branding skills
Staff training
Arts training and skills
Heritage learning
Historic research, recording and improved site knowledge
Creative heritage engagement and interpretation
Construction and design skills
The capital project involves a considerable amount of repair and conservation work to the buildings, in particular Building A which can offer several
opportunities for conservation skills training for existing tradesmen, who may wish to develop specific repair and conservation skills, or for current
students within construction training courses offered at the Inverness and Moray campuses of the University Highlands and Islands (UHI).
The conservation, repair and re-use of the building could provide particular construction skills training in:
Slate roofing
Leadwork
Masonry repair and lime pointing
Building services within historic buildings
Health and safety
Architectural technicians
Construction management
Contract administration
The architectural and engineering designs for the buildings will involve developing detailed repair specifications for the buildings as well as detailed
alterations to the buildings to suit their new uses. The engineering design development will involve detailing and overseeing the installation of new
building services sensitively within the historic building fabric. Following the award of contract, the administration of the contract will be delivered
by the lead consultant, and consultancy input provided by the design team members. The Lead Consultant and Design Team for Phase 2 works, LDN
Architects are locally based and have a good relationship with the Inverness College UHI architectural technology courses, often taking on work
placements. There is considerable potential for specific work placement training for students on the UHI architectural courses.
For young people considering their future career options there may be the opportunity for members of the Design Team to visit secondary schools
and FE colleges to hold careers workshops and to accommodate visits to site during the construction period or to spend time in their practice offices.
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/d
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sk
ills
1. Traineeships - provide on-
site practical traineeships
(unpaid) during main contract
focusing on traditional skills
and construction site
management. In conjunction
with Inverness or Moray
College UHI.
On-site practical training
during main contract
(leadwork, slaterwork, M&E
engineering, masonry repair
and lime pointing, decorating)
New
workforce
entrants/
students
working
towards
qualifications
in the
construction
industry.
Young
people.
Increased practical heritage skills
for work involving traditional
building skills and repair.
Increased employability within
the construction industry.
Increased practical skills in
construction management, on-
site health and safety and
practical application towards
fulfilling construction
management course
requirements.
Inverness/Moray
College UHI and Main
Contractor time
Delivery -
Construction
2 traineeships of 2-4
weeks
Evaluation – trainees
will be asked to
complete a short
feedback survey or
write a blog post.
Co
nst
ruct
ion
/d
esi
gn
sk
ills
2. Onsite training for existing
workforce- upskilling in
repair and conservation
techniques.
Potential link to CiTB NOS
NVQ 3 traditional
construction skills.
Construction
employees
Increased construction skills
within existing local workforce in
repair and conservation.
Increased practical heritage and
employability skills for work
involving traditional skills.
Contractor
commitment
Delivery -
Construction
2 trainees/employees
upskilled
Evaluation –
participants will be
asked to complete a
short feedback survey.
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/d
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sk
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3. Student work placement
within architectural design
practice. In conjunction with
Inverness College UHI.
Students on
architecture
and building
design
related
courses with
interest in
building
conservation
and
designing for
re-use of
existing
buildings.
Increased architectural design,
technology, project brief and
construction contract delivery
skills and experience. Increased
skills in design for the repair and
re-use of historic buildings.
Practical experience of working in
a design practice.
Increased practical skills in on-
site health and safety and
practical application towards
fulfilling construction
management course
requirements.
Design team
LDN Architects
Inverness College UHI
Heritage Activity
Planner (HAP) time to
co-ordinate
Delivery -
Construction
2 student work
placements provided
Evaluation –
participants will be
asked to complete a
short feedback survey
or write a blog post.
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sk
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4. Architect/engineer talks
and hard hat tours of on-site
works. Q and A session with
site manager.
Careers advice in the
construction industry -
traditional trades,
architecture, engineering.
Young
People.
Secondary
school
students
from
Inverness
Royal
Academy,
Millburn
Academy.
Inverness
College UHI
FE students
in building
design and
construction.
Crown
Primary P6-7
pupils.
Increased heritage skills,
appreciation of heritage skills and
potential career opportunities in
the design and construction
sector.
Learning about the history and
heritage of the building and their
school’s connections with the
buildings.
Practical/hands-on experience of
tools required, traditional
buildings materials and repair
techniques.
Insights into potential careers in
the construction industry relating
to the redevelopment of
traditional buildings and skills
required, training routes and
qualifications available.
Increased interest from young
people in the construction
industry.
Design Team
Contractor
HAP time to co-
ordinate
Delivery -
Construction
50 young people
attending
Evaluation –
participants will be
asked to complete a
short feedback survey
or write a blog post.
Digital technology skills
A website was delivered during the Development Phase providing a platform for promoting and sharing news, activities and events of the project as
it unfolds. The website includes a historical research into the building, a participants’ blog, social media links, and will be promoted through WASPS
e-newsletters to current subscribers. It also provides a digital media for which to present the outputs of various heritage learning activities and
events, and for volunteers to curate a digital storyboard on the heritage of the buildings and activity outputs.
The website was launched during the annual Inverness-based XpoNorth festival – Scotland’s leading creative industries festival taking place on 27th
and 28th June 2018. WASPS were present within the trade stands at the festival (based in the Eden Court arts centre) to give further information
about the project including how to get involved with the engagement activity as well as applying for a studio/workspace.
Once some of the other engagement projects are underway, a social media trainer will provide training on digital content curation, and production of
digital media for websites and social media, to enable project participants/volunteers, and new building management staff, to develop their project
specific blogs and a digital storyboard.
New logo development for the building and a screen-grab of the new website - www.invernesscreativeacademy.org.uk
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sk
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5. Online development -
Website design with a
dedicated heritage
interpretation page, story-
board and participants blog
for engagement activity.
Social media set-up to
signpost website and provide
a discussion forum around the
engagement activity –
dedicated Inverness Creative
Academy account on
Facebook.
Digital
audience,
social
networkers.
Potential and
existing
funders and
supporters.
Increased access to heritage and
learning about the site and
project proposals.
New Inverness Creative Academy
mini-site with dedicated project
webpages within WASPS Trust
existing site.
Inverness Creative Academy
facebook page – opportunity for
the general public
comment/discussion.
New Inverness building logo
inline with WASPS’ branding of
other sites.
WASPS marketing staff
to develop website
Graphic design input
HAP time to co-
ordinate content
Delivery -
Development
Evaluation - Install
website analytics to
measure page visits/
engagement.
Inverness Creative
Academy Facebook
page – use Facebook
Insights to measure
likes/engagement.
Increased levels of
support and interest
in the project –
measure number of
page shares.
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Dig
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sk
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6. Training in social media for
heritage projects and website
content preparation/
presentation.
Project
participants
involved with
creative
projects
and
Local
volunteers
from local
interest
groups past
pupils.
Volunteers will gain skills in
digital content production for
social media, blog/social media
writing skills.
Increased quality of social media
input to project website, writing
project specific blogs, editing of
website content.
Social media trainer
HAP time to co-
ordinate
Delivery –
Construction
10 people receive
training.
New and effective
online content
delivered.
Increased levels of
support and interest
in the project
measured through
social media
engagement via
Facebook Insights and
website analytics.
Evaluation –
participants will be
asked to complete a
short feedback survey
or write a blog post.
Historic research, recording and interpretation skills
Through photography workshops participants will develop new ways of observing, interpreting and presenting their historic environment, as a
building detective identifying materials common features and architectural characteristics, architectural terminology, or to read clues linked to the
Midmills building within the wider urban environment of Inverness. This will help individuals to observe, interpret and present their heritage in
both digital and printed mediums.
A record of the capital works, and changes to the historic fabric will be recorded as part of a photography projects lead by professional, local
photographers, some of whom will be artist tenants of Building B. Participants will gain new skills in digital or film photography including
developing and printing film. There will be a new darkrooms facility within Building B run by local photographers’ collective, providing dark room
space for workshops and training activities.
During the Development Phase, 9 students studying Higher Photography at Inverness College UHI took part in the initial part of this project – six of
whom fall into the target 16-25 age range. Over two sessions (30th May & 6th June 2018) they worked with the interim Heritage Activity Planner,
Kirsten Body, and their class tutor, Rachel Fermi, to document Building A before construction begins. The group were given an introduction to the
building by historian/archivist Adrian Harvey who shared the interior photographs taken by Andrew Paterson in 1913. Their brief was to look for
architectural detail and evidence of change within the building as well as have their own creative responses to the site using various digital methods.
Some of their highlights include:
‘I really liked the aesthetics of the building. Was interesting to see the work Wasps are doing to give the place a new use.’
‘Being able to look around and see the inside of a building I’ve never been into before but has interested me for some time.’
‘I found the interior architecture interesting, as it shows how the building has aged over the past few years.’
‘I hadn’t actually been to the building before so I didn’t know really what to expect. I think the most interesting part of the building was the older
part which hadn’t been renovated yet – especially seeing the contrast with the “new” building.’
And all of the participants though the project was beneficial to their future career:
‘It’s awesome to be involved in projects such as this and I hope my pictures are nice additions to the collections.’
‘Yes, this would be beneficial – I currently sell my photographs/digital art online so being part of a physical exhibition would really help my
business.’
‘Yes, as I am aspiring to become a better photographer, and having work exhibited would help.’
A full summary of their feedback and equalities monitoring information can be found in Appendix 4.
A selection of the Inverness College UHI students’ digital photographic artwork from their site visit on 30th May 2018.
Currently Inverness College UHI does not have a dark room so all the photography undertaken in this initial phase was digital. In the later
Construction and Operational phases dark room skills will form a key part of the historic building recording and interpretation exercise, as the
community dark room within Building B is set to open in October 2018 and will provide regular courses and membership access to the facility. It is
intended that a new class of students could apply for this opportunity as well as group drawn from the wider community. The work produced from
these three different groups will make up part of a series of exhibitions displayed within Building B at regular intervals during the project, as well as
story boards on the website.
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eco
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kil
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7. Photographic record of
project pre, post and during
construction produced by
local young persons and local
people as part of practical
photography workshops in
Building B.
Three different groups will
have access to the building to
take photographs and then
work alongside professionals
to print and curate a group
exhibition.
Young
people,
Inverness
College UHI
Higher
Photography
students.
Local
community,
photography
groups.
Wider
audiences
Skills in reading a historic
building and phases of change.
First images displayed on website
from July 2018 followed by an
exhibition during Construction
and Operational phase.
Practical DSLR and/or film
photography skills for heritage
recording and surveying.
Potential dark room skills, use of
film SLR cameras.
Printing and curation of
exhibition – on-line and physical.
Local photographers
time for workshop
preparation and
delivery.
Access to photography
workshop/darkroom
space in Building B.
Spare cameras
Delivery
during all
phases:
Development
Construction
Operational
Minimum of 15 people
have recorded the
buildings.
To date 9 Inverness
College UHI students
have taken part and
their feedback/
demographics have
been captured in a
short survey.
Images are curated
and displayed in
creative hub and on-
line.
Marketing and branding skills
The creative re-use of the Midmills buildings needs to have a new identity to promote the building to its end users, to excite and nurture creative
talent within Inverness and Highlands and to encourage active use of the buildings. This needs to reflect the heritage significance of the buildings,
and look to the vibrant, creative future that the new use will invigorate.
This project will work with the Visual Communications HND and degree course students at Inverness and Moray College UHI on a graphic design
exercise in and around the building, as a competition to develop temporary signage material for the new Creative Hub. Selected artworks will then
be developed professionally and incorporated into banners displays within the building and at the exterior entrances. As the site is not intending to
have hoarding, banners attached to railings could provide a length of blank canvas to excite, inform and engage individuals and the passing public
and raise awareness of the buildings’ creative re-use and history as well as mark the entrance during the capital works.
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tin
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nd
bra
nd
ing
sk
ills
8. Graphic design project for
creative hub’s entrances.
Students work to a live brief,
mini competition.
Select one/two ideas to
develop fully into interior and
exterior banner artworks.
Young
people.
UHI Visual
Communicati
on students
at Inverness
and Moray
College.
General
audiences,
digital
audience.
Create interest in the local
community and enliven visual
appearance of building works.
Skills in working to a brief and
with a real Client .
Learning about the heritage of the
buildings and the significance.
Contribution to student’s
portfolio and access to work
opportunities in the creative
industries.
Strengthen links with UHI’s
creative students and potential
future occupants of the creative
hub.
Tutor time & HAP to
develop brief around
course criteria
Wasps Staff to
introduce/develop the
brief
Delivery -
Construction
20 - 30 students
proposals
Print and produce
one/two concepts for
interior and exterior
banners.
2000 Public/casual
viewers
Evaluation –
participants will be
asked to complete a
short feedback survey
or write a blog post.
Staff training
When operational the Inverness Creative Academy building will be managed by a small on-site building team comprising part-time facilities
manager, a part-time marketing and sales manager, and a full-time administrator. They will be supported by the Property Team at WASPS main
office in Glasgow. There is strong evidence to support that creative industries are more likely to occupy refurbished historic buildings, as cited in the
New Lives for Old Buildings research study undertaken by the Heritage Lottery Fund in 2013. It is important for building management staff to
complement this trend for the creative industries in their choice of workspace, to encourage new interest in the building and maintain interest and
sense of pride and care amongst the tenants that the building management staff have a good understanding of the history and heritage of the
building, and its historic fabric to share this with prospective users, visitors and the public alike. The recruitment and induction of new staff
members for the Inverness Creative Academy, and members of the existing property team, will involve training on the heritage of the building and
knowledge sharing.
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9. Staff training in the
heritage and history of the
buildings, and the care and
maintenance of its historic
fabric.
New and
existing
property
staff.
New and
prospective
tenants,
visitors and
public users
Learning about the historic and
heritage of the buildings.
Training in the care and
maintenance of historic fabric
and in property management.
Soft skills in sharing knowledge
to others, to instil a sense of pride
and stewardship in users.
HAP
Wasps Staff
Delivery -
Operational
3 staff to receive
heritage training.
Archive resource
developed through
engagement projects
easily accessible
within the building.
Website including
historic building
information to be
maintained after the
funded projects have
finished.
Arts training
During the Development phase, we have explored the potential for training and delivering Arts Awards as part of the creative heritage projects –
these projects may be suitable for the Discover level Arts Awards if the guided sessions are 20 hours in total.
Arts Awards are a recognised scheme delivered through Trinity College, London, with qualifications designed to support young people from the age
of 5 to 25, working through the various levels enables participants to grow and develop as artists and art leaders. Local artists would be trained as
Arts Awards Assessors and young participants will achieve an award for taking part in the creative heritage workshops in recognition of their
activities and outputs.
Discussion with the Arts Steering Group has revealed that the upper level awards (Bronze and Silver) would greatly benefit secondary school pupils
seeking to develop art portfolio – this is currently unavailable in Inverness. Therefore, WASPS have also assessed the viability of running the upper
level awards long term as a paid course once the building is fully operational. WASPS intend to offer two fully funded placements to young people
facing access and inclusion barriers – these will be by application.
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10. Arts Award scheme –
training for creative
practitioners/artists to
become Arts Awards
Assessors.
Recruited through an open
application process.
4 Local
creative
practitioners,
artists
4 creative practitioners will
attend a days training course.
Creative practitioners will
develop skills in assessing and
delivering targeted programmes
as part of the Arts Awards
scheme.
HAP to co-ordinate
and develop classes
with potential artists
advisor/tutors
Delivery -
Construction
4 x artists become Art
Awards Assessors.
Creative Hub the first
Arts Awards centre in
Inverness area.
Artists will use the
training to deliver
classes long term with
the Creative Hub.
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11. Arts Awards - deliver
Discover awards as part of the
Creative Heritage
Engagement activities within
schools.
Discover Arts Awards will
consist of eight sessions
lasting 2.5 hours (20 hours in
total).
Long term programmes for
young people at the Bronze
and Silver award level
developed and delivered
within the creative hub (self
funded by participants) -
including 2 funded places for
those with social and
economic barriers to
participation.
Bronze Arts Awards will
consist of 16 sessions of 2.5
hours (total 40 hours).
Silver Arts Awards will
consist of 24 sessions of 2.5
hours (total 60 hours).
P6/7 Pupils
from Crown
Primary
S1/2 Pupils
from
Inverness
Royal
Academy
Young people
(5-25 years)
Developed skills in preparing and
presenting art portfolio linked to
the creative heritage activities.
Discovered the enjoyment of
creating and participating in a
range of artforms, developing
their creativity skills.
Experienced working with
creative arts professionals.
Gained experience and
knowledge to progress into
further education and
employment.
WASPS develops a model of
generating income from long
term activity while helping to
plug gaps in local arts
provision.
HAP time to co-
ordinate Arts Awards
log books and
certificates as well as
tuition schedule for
long term Bronze
(40 hours) and Silver
(60 hours) courses.
Delivery -
alongside
Creative
Heritage
projects
during
Construction
and
Long term
during
Operational
25 young people
receive Discover Level
Arts Awards through
the Creative Heritage
Engagement events
(each receiving 20
hours tuition).
2 fully funded access
and inclusion
opportunities for
young people at the
Bronze & Silver.
25 young people
receive Bronze & Silver
Level Arts Awards.
Evaluation –
participants will be
asked to complete a
short feedback survey
or write a blog post.
There may be scope
within some personal
projects for the young
person to create a
short documentary
film.
1.1.1 People will have learnt about heritage
Heritage learning
Doors Open Days (DOD) is Scotland’s largest free festival that celebrates heritage and the built environment. It offers free access to over a thousand
venues across the country throughout September, every year. The aim of Doors Open Days is to ensure that Scotland’s built heritage, new and old, is
made accessible to people living and visiting the country. The Highland DOD is co-ordinated by Alison Tanner (Inverness City Heritage Trust).
Discussions with Alison Tanner during the Development phase has secured three tours of the Midmills buildings within the Highland programme on
Saturday 29th September 2018, to be booked in advance via the DOD website as well as an agreement in principle to participate in 2019. The 2018
date is an ideal time as the Building B will be complete but not yet occupied and Building A will not have started it’s construction construction. There
will be an exhibition to view and well as a guided tour of the building lead by the Heritage Activity Planner with the Architect to share the historic
research to date and plans for the future.
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rita
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arn
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12. Doors Open Day - hard hat
tours during September 2018
and September 2019.
Two pre-booked guided tours
(morning/afternoon) with an
exhibition and archive
research made available to
view.
Public, local
community
Learning about the history of the
Midmills buildings, development
proposals during construction.
Learning about historic building
fabric and conservation.
Builds relationships with local
people and potential users.
Increased permeability of
building and public awareness.
Increased visibility nationally
through joint marketing via DOD
website and print material.
HAP to co-ordinate
and share buildings
history.
Design Team/
Architect involved in
tour.
2019 – Contractor on
site to manage safety
whilst undergoing
construction work.
Delivery –
Development
Saturday 29th
September
2018
and
Construction
in September
2019.
30 people
participating in three
guided tours during
2018.
30 people
participating in 2019.
Evaluation –
participants will be
asked to complete a
comments postcard.
Public exhibitions will be installed within the Corridor Gallery or main Gym space with Building B periodically and will tie into other engagement
activity so as to be easily invigilated for a specific period by tenant volunteers from within the building. Key moments to have material on display are
Building B launch event (December 2018), Door Open Days, Film Booth Sound Bites project and during other schools visits/hard hat tours.
Within the budget below WASPS aim to produce 3 separate exhibitions with information printed on display panels, pop-up banners, photographic
prints, short films and take away leaflets. Exhibitions will be advertised via the Inverness Creative Academy facebook and website as well as through
locally distributed posters.
Act
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act
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le
arn
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13. On-site temporary
exhibitions during
construction works in
Building B.
Focus on history of Inverness
Royal Academy and Inverness
College at Midmills, socio-
economic impact on the wider
area.
Display proposals for end use
and consult on heritage
activities, recruit participants
and expand audience/
promoting end use.
Display some of the creative
engagement/schools
outcomes – i.e. films,
photograph, drawings.
Public, local
community
Learning about the heritage of the
buildings related to end use,
record interest in buildings and
their history and activities.
Wider audiences to heritage
buildings.
Learn about construction works
underway and notice board for
progress updates.
Greater public consultation and
awareness.
Encourage public engagement
with heritage activities.
WASPS staff time.
HAP to co-ordinate.
External exhibition
design, production
professional.
Equipment to display
films.
To be managed daily
by tenant volunteers.
Delivery -
periodically
spaced out
during the
Construction
phase to co-
inside with 3
key events.
3 short exhibitions in
Building B during
construction works to
Building A – 500 visits
pa.
Exhibitions regularly
updated with progress
report and ‘snippets’
of findings from
research projects.
Linked to website-
storyboard blogs,
progress and
Facebook page - 1,500
social media/website
visits.
Evaluation –
participants will be
asked to complete a
comments postcard.
Historic research, recording and improved site knowledge
The historic research undertaken has identified a considerable number of gaps in knowledge about the historic development, social and cultural
history of the buildings and has only really touched the surface on this subject. The Inverness Royal Academy archive has the potential to reveal a
considerable amount of information about the use of the Midmills buildings by the school, and details of past pupils. The archive holds minutes,
admission registers, log books, correspondents and school magazines from 1787 to 2004. It also holds original photographs taken by Andrew
Paterson of the 1913 extension. The archive records may not be publicly available but could be accessible by past or current pupils of the school as
part of a wider research project into the history of the buildings.
There are several historic digital photographs of the building available on Am Baile provided by High Life Highland, however, many more are
available on the Scottish Highland Photo Archive, Highland Archive Centre as well as in personal collections of former staff and pupils.
During the Development phase Historic Researcher and Social Anthropologist Kerry Duncan was appointed to conduct further research of
documentary sources and provide a greater understanding of the Midmills buildings. Based on the Black Isle, Kerry is already familiar with the
history of Inverness Royal Academy and knows a past pupil who went there in the 1940's. Kerry also worked in the building in 1999, when it was
part of Inverness College UHI and her recent projects include; research & interpretation for 'Coming Home: WWI in the Highlands' with High Life
Highland. See Appendix 5 for the Historic Researchers Brief and Appendix 6 for a full report of findings and recommendations. All finding to date can
be access via this shared folder.
The resulting information will be used as a tool for the heritage learning and creative activities – to inform and engage people in a richer and more
meaningful way with the heritage of the buildings. Kerry could provide support for the later Intergenerational project during the construction phase.
Act
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(left) Kerry Duncan on site recording
personal memories from former Inverness
Royal Academy pupil Dave Conner (Chair
of Inverness Local History Forum) and IRA
school archivist and former geography
teacher Robert Preece, 26th June 2018.
(right) Adrian Harvey from the Andrew
Paterson Collection and Robert Preece study
the Paterson image from 1913 to locate and
photograph the rooms on the 26th June 2018.
Act
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Wh
o i
s th
e
act
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or?
Ou
tco
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s
Re
sou
rce
s
Tim
eta
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Ta
rge
ts a
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alu
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Me
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His
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14. Historic Researcher – to
conduct further research into
the historic development of the
buildings through documentary
collection; photographic
archive, maps and plans etc. as
well as sound recordings and
moving image portraits of past
pupils.
All audiences Improved understanding of the
heritage significance of the
buildings and their context.
People will have a better
understanding of the historic
development, social and cultural
history of the buildings, including
a richer documentary account
and visual resources available.
Heritage significance and
documentary resource to inform
the planning and delivery of
activity projects.
Outputs include –
A written document of key
findings from desk research.
A series of edited sound
recordings/interviews and
moving image portraits to be
share via social media/website.
A compiled archive of any
photographs, maps/plans.
Historic Researcher
HAP to time to co-
ordinate
Delivery - Development Improved
understanding of
the significance of
the buildings and
their context.
More documentary
material and
resource to inform
and provide
material and
inspiration, for the
development and
preparation of
other learning
projects.
5 past pupils
interviews and
edited into
podcasts.
Act
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o i
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act
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tco
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s
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Tim
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15. Intergenerational project -
Archival research into past
pupils attending the schools
and social history of the school
during its time at Midmills.
Introductory training into
documentary research.
Option to link in with Scotland's
Urban Past team for a single
day’s workshop using
documentary resources to
uncover the story of a place
through time. Using four Scottish
urban case studies - the
workshop will guide participants
through an interactive journey
using maps, drawings and a wide
range of other historical
documents to give you the
confidence to use archives for
this research projects.
Intergenerati
onal.
Older people-
past pupils of
Inverness
Royal
Academy
Inverness
History
Forum
Young
people, local
people
Training in archive documentary
research to participants.
Training in research techniques
and presentation and collation of
findings.
Volunteers will gain skills in
digital content production for
social media, blog/social media
writing skills – see project 6
above.
Increased quality of social media
input to project website, writing
project specific blogs, editing of
website content.
Inverness Royal
Academy archivist
time (introduction to
collections skills).
Historic Researcher
time (introduction to
research to date).
Scotland's Urban
Past (introduction to
research skills).
HAP time to co-
ordinate.
Delivery - Construction 5 volunteers and 5
pupils undertaking
archive research.
Evaluation – all
participants will
be asked to write a
blog post sharing
their experiences
and key learning.
Website analytics
to measure page
visits/
engagement.
Facebook page –
use Facebook
Insights to
measure
likes/engagement.
Increased levels of
support and
interest in the
project – measure
number of page
shares.
During the Development phase there was also the opportunity to interview Inverness Royal Academy past pupils and staff celebrating their 50 years
reunion since leaving the school. The event took place at the Kingsmills Hotel, Inverness. The interim Heritage Activity Planner and local filmmaker,
Mike Webster, were able to interview 11 participants on a green screen background and compile a series of short film trailers to used on the
Inverness Creative Academy social media and website as well as a full edit of all the interviews for the project’s archive.
The first selection of 5 short film trailers made during the Development phase will be released monthly via the Inverness Creative Academy Facebook page and website from August – December 2018. These films feature: Donnie Macleod, former pupil, talking about his journey to school from Glenelg on the west coast which involved two boats and a train; Barbara Bruce, former pupil, talking about playing hockey and the freezing cold sports pavilion; Alastair McArthur, former pupil, shares fond memories of his maths teacher and refusing to use log-books; Anne Barclay, former teacher Miss Skinner, talks about running the outdoor club which went hiking at the weekends; and finally Christine Gilsenan, former pupil, who shares her love of the school dances and bands.
Left: Film booth set up with filmmaker Mike Webster, Right: All attendees of the 50th IRA Reunion outside Kingsmills Hotel, Inverness on 30th June 2018. A
ctiv
ity
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Wh
o i
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act
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or?
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Tim
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16. Sound bite film booth –
film recording project in two
parts; during past pupil 50th
School Re-union event and
one public drop-in session in
Building B during 2019.
Older people
- past pupils
and staff of
Inverness
Royal
Academy
Older people
– local people
General
online/
digital
audience.
Experienced filmmaker/
interviewer to capture personal
stories/memories.
Learn about the personal
histories of the Midmills building
and former Inverness Royal
Academy.
Capture social and oral history of
the school buildings at Midmills
and people’s memories of their
school days before they are lost.
Series of short trailers to provide
dynamic content for social
media/website – to raise profile
of the overall building project.
Longer film edit as social history
record to inform future creative
engagement projects.
Filmmaker with own
equipment
HAP time to co-
ordinate
Delivery -
Development
and
Construction
11 participants filmed
during in the
Development Phase at
50th Reunion event
(actual).
9 participants filmed
during second event in
Construction Phase
(estimate)
Evaluation - Website
analytics to measure
page visits/
engagement. Facebook
page – use Facebook
Insights to measure
likes/engagement.
Increased levels of
support and interest
in the project –
measure number of
page shares.
Creative heritage engagement and interpretation
The development of the Creative Hub will provide a facility for networking and creative exchange in the Highlands that is currently just not available.
The Creative Hub will also be the largest provider of creative spaces in the Highlands, there just is not anything of this scale currently available.
Research into the creative use of historic buildings undertaken by Heritage Lottery Fund in 2013 (New Uses for Old Buildings) overwhelmingly
demonstrates that the creative industries are drawn to historic buildings, and find that ‘listed buildings are far more likely to be occupied by types of
independent non-branded business that give place a sense of distinctiveness, authenticity and diversity’. WASPS Trust is excited about the potential to
draw on the creative energy of potential tenants and artist users of the Phase 1 building, including creative individuals drawn to the building for the
creative networks generated, and concentrated within the building.
There will be considerable opportunity for developing creative engagement activities for people to learn about the heritage with local artists and
creative individuals. Visual art research and development methods can be used to effectively assemble collective memory and providing meaningful
interpretation of historical information. Professional artists are well placed to create these new relationships, refreshing how people engage with
their shared history and heritage by strengthening connections, developing creative skills and working collaboratively.
Box constructions by Will McLean – a creative means of assembling and interpreting collective memories, artefacts and drawings - a potential portfolio piece for Arts Awards participants.
A series of creative heritage workshops could follow the historic research and develop creative outcomes in response to the collated material as well
as gather supporting anecdotal histories. It is hoped that some of the creative engagement programme will happen on site in Building B during
construction works to Building A, and their creative responses can be shown as part of the temporary exhibition on site.
The Academy Street TH is already engaging with the Crown Primary school, and it would be the intention to develop these connections further to
explore the architecture of Ross and Macbeth with the local primary school children. Consultation with the TH Project Officer has indicated their
interest in developing an activity themed on the art and architecture of Ross and Macbeth.
Pupils will attend a tour on site to record the capital works as well as a sketching walk of the Crown to identify the Ross and Macbeth architecture in
their neighbourhood. Followed by weekly sessions lead by local visual artists and photographers, some of whom will be artist tenants of Building B.
Participants will gain new skills in digital photography and drawing, then use text, photography, printmaking and college to make box constructions
inspired by Will Maclean’s work. Finally they will work with the Heritage Activity Planner to develop an exhibition in Building B and share their
artwork with friends and family.
Inverness Royal Academy’s building currently houses the school’s archive, which is managed by former teacher Robert Preece. After discussion with
the current head of the art department it appears they have recently purchased a printing press but do not fully know how to get the most from it.
Left to right: AI Welders/ Rose Street Foundry, Academy Street by Ross and Macbeth –a priority project for the Academy Street TH; Artist-lead print workshop at Velocity Café with Cat Meighan; Sketch-I-ness, an architectural drawing walk in Inverness
Act
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ati
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he
rita
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en
ga
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me
nt
17. Arts Awards recording
project to create mixed media
artworks, pupil’s
interpretation and own
aspirations for the site.
Eight sessions including: hard
hat tour, facilitated sketching
and photography walk to
learn about local buildings
lead by artists, creative
writing, printmaking, collage
& cut out to make final box
constructions.
Training from artist tenants at
the Creative Hub/trained Arts
Award Advisor following the
Discover level structure of: 1.
discover - understanding of a
range of art forms,
2. find out -knowledge of at
least one artist and their work
(Will Maclean),
3. share - what they enjoyed
and learnt through the award
through an exhibition.
Young
people:
P6 or P7
Crown
Primary
school pupils
Learning about traditional
building skills and conservation.
With 20 hours of taught time
these workshops are suitable for
Arts Awards Discover level.
Explore the Crown area further
through the architecture of Ross
& Macbeth.
Learning about the heritage of
Inverness Royal Academy at
Midmills and the area’s buildings.
Recording skills through range of
media, including photography,
creative writing, and visual arts.
Recognise architectural styles,
features and characteristics
within the urban environment
and recording them through
drawing skills.
Experience of working with a
creative arts professional.
Contribution to the four
capacities within the Curriculum
for Excellence.
Artist workshop time
Materials
Teachers time
HAP time to co-
ordinate
Delivery -
Construction
25 primary pupils will
gain Discover Arts
Awards
Exhibition of final
mixed media box
constructions in
Building B
Evaluation – pupils’
work will be shared
and documented in a
public exhibition.
Written self evaluation
of their key learning.
Work with a
filmmaker to capture
final presentation and
pupil feedback.
Examples of the school magazines - covers from 1955-56, 1965 and 1967 found in the Inverness Royal Academy archive.
Act
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o i
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act
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Tim
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ts a
nd
me
asu
res
of
succ
ess
Act
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De
scri
pti
on
Wh
o i
s th
e
act
ivit
y f
or?
Ou
tco
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s
Re
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s
Tim
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ble
Ta
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ts a
nd
me
asu
res
of
succ
ess
Cre
ativ
e h
eri
tage
en
gage
men
t 18. Inverness Royal Academy
School Magazine – a print
project to resurrect the student
magazine found in the IRA’s
archive and produced during
it’s time at Midmills.
Series of 4 workshops
included archive research and
printing techniques.
Magazines will be exhibited
within temporary exhibition
on site as well via the website.
S1-S3
secondary
pupils and a
core group of
S5/6 art
students from
Inverness
Royal
Academy
Learning about traditional
printmaking skills and equipment
- gaining experience and
knowledge to progress into
further education and
employment.
Learning about the heritage of
Inverness Royal Academy at
Midmills
Pupils working with a
artist/printmaker, experience of
working with creative arts
professionals.
Utilising the school’s newly
purchased printing press.
Pupils print and distribute their
own school magazine with art,
design and creative writing.
Contribution to the four capacities
within the Curriculum for
Excellence.
Increase art teachers printing
skills and confidence when use
the press.
IRA Archivists time
Artist workshop time
in collaboration with
the Highland Print
Studio
Materials
Art teachers time
HAP time to co-
ordinate
Delivery -
Construction
50 secondary school
pupils.
Series of 50 magazines
produced on a press.
Evaluation – pupils’
work will be shared
and documented in a
public exhibition.
Written self evaluation
of their key learning.
1/2 pupils to write a
blog post for the
website.