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Royal Opera House Bridge ConferenceSouth Essex College Southend-on-Sea | 27 June 2018
Arts and cultural experiences of children and their families
Penny Hay, Director of Research, 5x5x5=creativitySenior Lecturer in Arts Education, Bath Spa University
OverviewTo explore why and how we ensure all children to have high quality arts and cultural experiences sharing evidence of best practice.
This workshop will provide an opportunity to share and learn from participants' experiences in cultural learning and arriving at key recommendations for taking ideas into action.
Objectives• to show the value of connecting children with
great art and culture both in and out of school• to address the challenges and opportunities in our
professional contexts• to share expertise of arts, cultural and educational
specialists in a creative workshop• to probe the concept of linear progression in
children’s learning and demonstrate how observation and documentation can make visible its different paths.
ProgrammeFirst session 11.15-12.15
Initial provocation: pecha kucha
Activity 1: What are your passions and priorities?
Activity 2: Share one example of good practice and one challenge or opportunity
12.15-1.15 Lunch
Second session 1.15-2.15
Activity 3: Make a handbook of creative and cultural possibilities (with a colleague in mind)
Passions and priorities• to show the value of connecting children with
great art and culture both in and out of school• to enable all children to access creative learning
opportunities, whatever their background or circumstances
• to challenge the notion of progression as a linear concept in children’s learning
Why? • Children’s rights to a meaningful, creative and
cultural life• Importance for all children to have high quality
arts and cultural experiences• Intrinsic value of the arts alongside transferable
dispositions and skills through the arts
© School Without Walls
To be human is to be creative, to be compelled to engage with and make sense of the world around us.
We use all of our senses, and our shared and unique capacities, to find meaning and communicate with others.
5x5x5=creativityresearching and supporting
children and young people’s creativity through partnerships between
educational settings, artists and cultural centres
© School Without Walls
Environments of enquiry© 5x5x5=creativity
Inspired by the principles and approach in Reggio Emilia
‘The child is strong, powerful and rich in potential from the moment of birth’ Carlina Rinaldi 2005
Creative and empowering environments
Real life learning
Education is about asking questions
Process of children’s explorations thinking and discussions
The hundred languages of childrenverbal
visual
movement
music
drawing
digital
painting
constructing
drama5x5x5=creativity
© 5x5x5=creativity
© School Without Walls
working alongside creative role models
© School Without Walls
a balance of structure and freedom
© School Without Walls
100 languages of expression
© School Without Walls
personalised learning
© School Without Walls
children as active citizens
© School Without Walls
authentic, real world learning in relevant contexts
© School Without Walls
creative dispositions and competencies
© School Without Walls
© School Without Walls
flexible and creative technologies
© School Without Walls
collaboration, co-enquiry and intrinsic motivation
© School Without Walls
creative sites for learning
© School Without Walls
© School Without Walls
© School Without Walls
adventurous learning
© School Without Walls
.. with big themes
© School Without Walls
.. and the real thing
© School Without Walls
a community of learning
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© School Without Walls
© Forest of Imagination
© Forest of Imagination
© Forest of Imagination
© Forest of Imagination
‘Encountering the new and being taken beyond constitutes precisely what is essential to their self-formation. In this sense, art as alterity is more important for students who are still becoming, so they can be ever renewed and transformed, and that is the beauty and hope of education.’ (Zhao 2014)
Activity 1:
What are your passions and priorities?
Make a wall drawing to share these
Pair/share, drawing on each other’s expertise
Activity 2:
(using post-its, adding to the gallery of learning ..)
Share one example of good practice
Share one challenge or opportunity
2 questions
a) What small changes can you make immediately to your own practice to better assure progression
b) Identify a longer-term, systemic change you would like to make that entails influencing others.
Activity 3:
Make a Handbook of Creative and Cultural Possibilities (with a colleague in mind)
(working in pairs or threes, take apart the sketchbooks and choose a few pages to personalise – put back together as a new collective book)
Include suggestions for changes that participants could make in their own practice
Permission to pursue your passions
(or the freedom to follow your fascinations)
Design a page (or 2) for the Handbook of Creative and
Cultural Possibilities
Use any mediaUse text or images
Show your creativityFill the page
A few ideas, you will have more:
storyboard, quote, visual poem, list diagram, drawing, instructions
letter, invitation, manifestomind map
?
All ideas matterAsk good questions
Play with possibilitiesTrust in your own ideasApply your imagination
Make your creativity visible
© 5x5x5=creativity
Key cross cutting themes
What are the implications then for young children accessing progression in creative and cultural learning?
Which children have access, which don't - and why?
How can we ensure entitlement?
• Nurturing interest/ motivation in creative/cultural learning to ensure engaged and active citizens of the future
• Making creative/cultural learning visible through careful observation/ documentation
• Embedding creative processes and practices in the culture of the whole school/setting
• Prioritising CPDL and mentoring: artists educators and cultural centres
• Identifying creative/cultural champions for change
Feeding thoughts into final panel discussion
As a group considerc) What needs to change in order to better assure
progression in this area.d) How influence might be exerted to make this
happen.
Reporting back in the final session Commission to report back one example from our discussion of c) and d). (In 2 minutes!)
Thank youPenny Hay
Contact [email protected]
http://www.5x5x5creativity.org.ukhttp://www.forestofimagination.comhttp://www.schoolwithoutwalls.org.uk
