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Independent learning
The research and thinking behind how we teach, learn and develop independent learners
Ethos• To be inspiring you need to be inspired• Challenging learners’ assumptions• Enabling learners’ to be receptive to new ideas• To develop skills in recognizing similarities /
differences• Enabling learners’ to make unlikely
connections• Encouraging learners’ to take risks with their
art work• Enabling learners’ to develop from initial
conception to make better ideas• Developing visual perception – looking at
things in a new way• Taking advantage of the unexpected
“We are not primarily in the business of training ‘Artists’, but in educating young people to be visually literate, confident enough to express themselves and to explore, understand and appraise the world around them, through the medium of Art and Design.
In our teaching we must also aim to provide opportunities to foster that sense of wonder and curiosity which leads students to make links and understand relationships in all they see.
We should try to nurture our students enthusiasm, and help them to recognise their strengths and abilities. Indiscriminately praising everything will not work - but selecting and highlighting their achievements can produce encouraging results.
We should not be using unrelated one-off exercises - the context of each project and its progression should be made clear. The way in which we assess, and the specific criteria when evaluating their work , should also be made clear”.
What the examiners say
“…There was an exciting range of work that was highly personalised and reflected the culturally diverse environment experienced by the candidates both in and out of school..............A particular strength was the range of processes and techniques made available to the candidates to (AO2), such as, photography, Photoshop, print making, latex, felting, installation work, casting and mixed media. This has allowed for all the candidates to have a rich experience and enjoy success. There is excellent evidence of a diverse range of artists, craft people and designers used for the individual needs of the whole cohort. It was evident that the candidates enjoyed experimenting with processes and exploring ideas triggered by the work of contemporary artists. This was a joy to see. The personal responses and connections with the work of others (AO4) celebrated the candidates’ enthusiasm and excitement for art at this centre.”Examiners report September 2010
“We want less formality in schools and more creativity in the classroom. Change the curriculum so that our subjects reflect our lives. Create spaces where we can vent our creativity. Let us have opportunities to take risks so that we are not afraid to try new things. We need mentoring help to get us into the creative industries. We don’t know how it works.We need to gain confidence in ourselves. Allow us to learn from each other, to get fresh ideas from cultures other than just our own. We want to mix it up. We need it to be easier to use the internet at school. Invest money in us because we are the future.We are prepared to start at the bottom and make our way up”.
Creative learning manifesto with the Tate
WE LISTEN TO THE STUDENTS….
Day in and day out…
What can be maintained? What is achievable?
Is your glass half full or half empty?
• Embrace the challenges you cannot change• Turn a negative into a positive• Find opportunity and pathways
they may be hidden at first glance
Partnerships
Our partners
• SLG• Tate• Artists (various)• ICA• Hayward• Camberwell College of Art
How to get the most out of working with partners
• How to build partnerships• It’s a 2 way relationship that needs
commitment from both sides• Learning together through
diplomacy, honesty and evaluation
Leading on cross curricular learning
• Inspiring other subject areas, leading by example
• Being visual and visible in the school (this includes Double Take, The Tank room and Arts Council loans)
• Initiating and driving projects where and when appropriate
Developing independent learners through a personalised curriculum • Flexibility• Providing opportunity to extend learning •Teaching from the top down NOT the bottom up “All ships rise with the tide”•Provide clear direction and seek out individual strengths, interests and existing skills
Risk taking
Using space in imaginative and unusual
ways
Double Take
The Tankroom
“Nothing is forever”
STRIKE WHILE THE IRON IS
HOT!
SEIZURE
The Arts Council loans…..
Open door policy for
all
