It's great that this discussion is taking place.
Having both taught and worked as an artist in schools, I can see that
there is a danger of even the best intentioned initiative becoming an
excercise in ticking boxes for the funding provider. The important
thing is to bear in mind at all times that the initiative is first and
foremost for the benefit of the children and teachers involved, and
those to whom the results might be rolled out.
Perhaps the next initiative we need is for teachers to replace their paperwork with sketchbooks :-)
Michelle
On 28/01/2009, Paula Briggs <[log in to unmask]> wrote:
Well... We do welcome the debate.
We were aware that teachers might see it as just another initiative to
cloud the water. The application was as a result of a years worth of
conversation between ourselves as artists, schools, and
stakeholders. The response to the call has been overwhelming, and the
number of schools, teachers and LEA's which have contacted us to join
in the project is now in the 100's... So no apparent fatigue and
something within the project must be hitting home.
Of course any project can turn out to restrict creativity rather than
build upon it. As an organisation, our undertaking is to make space for
creativity to take place. We don't push, persuade or make propaganda,
we simply ensure that creative space/time is protected or created for
those who need it. Its no good "throwing a few sketchbooks out there"
and hoping they'll land somewhere, and that certainly isn't what the
project aims to achieve – the project IS EXACTLY about looking at the
state of not just arts education but all education in KS1 and 2. This
project will succeed because of the hugely diverse range of
stakeholders and practitioners who are coming forward, and we really do
welcome the debate as to how these ideas might fail or succeed
(in theory and practice) - and that's what the digital
conversation space element to project is about (I'm sure someone will
say we shouldn't have got funding for that either but that's up to
them). On a personal and professional level this project is making a
lot of people across the country feel very excited, stimulated,
invigorated and enthused (and with critical heads on) - we've received
over 290 emails since it was launched last Thursday in support of the
project.
The digital conversation which will be open to all and take place via the AccessArt website will start in March.
Paula Briggs
AccessArta
helpful and inspiring solution to what? mm.. I think that schools
(having been a teacher myself) are, because of the culture they find
themselves in - so focused on obtaining results that the pupils become
the vehicle to achieve those results, rather than the raison
d'etre..... its not that teachers are anti-creativity, I cant say i
have ever met a teacher who thinks that creativity is a 'bad thing' as
you seem to say, but I think that many will regard it as another
'initiative' that will provide novelty for a little while then
(hopefully) fade, allowing them to get on with the damn paperwork.
I wouldnt blame teachers for initially thinking that this sounds
like an added distraction to already overburdened teaching load instead
of, as I would like to think it could, provide a fresh look at learning
- but as anything, it depends how it is handled and delivered, but it
could conceivably restrict creativity rather than promote it.
Funding to have a fresh look at the state of arts education in Ks
1&2 might be a better idea than just throwing a few sketchbooks at
it.
Anne Brierley.
Date: Tue, 27 Jan 2009 16:14:33 +0000
From: [log in to unmask]
Subject: Re: Become a Sketchbooks in Schools Advocate with AccessArt, or join in the Digital Conversation
To: [log in to unmask]
I think this project deserves realisation. It's obviously fresh
and groundbreaking and there will be problems but I think it will
definitely be worth it to find a helpful and inspiring solution.
Goodness knows education needs to evolve. We're all aware that
everyone learns in different ways. I'm sure some students out
there would still prefer to doodle or 'graffitti' in their maths
jotters - it's just up to the teacher to accept that allowing the
offshoot of creativity is not a bad thing.
What will be difficult is figuring out how much time is acceptable to
spend working in their sketchbooks and if it's in a non-art class, how
it assists the learning. How personal can the sketchbook be, and
if they don't want their teacher to see it, or other kids - how is that
dealt with. Is the sketchbook solely for the student, and how
will they react if other students abuse it?
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Paula Briggs
Creative Director
AccessArt
http://www.accessart.org.uk, 01223 262134,
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Become a member of AccessArt by visiting: http://www.accessart.org.uk/membership.php