As CCE claim that Creative Partnerships will come to an end next year and the Arts Council insist that no decision has been made, I find myself thinking about the impact my projects are having, and whether it will last longer than the funding does!
I talked to a teacher today who described their enquiry as a 'Beautiful process' despite the onerous paperwork. There are many teachers out there who have benefited from CP support over the last eight years and will, as a result, be better equipped to apply creative approaches in school, and to encourage creative approaches in their pupils. I guess there are also some who have been unimpressed. There are a huge number of children who have been involved. Will we be able to pick them out as they grow and move through the education system and beyond?
I believe in creative learning. If CP is discontinued, creative learning will continue. What it is will no longer be what CP thinks it is, but the sum of what all those children, teachers and practitioners think it is.
Wednesday, 15 September 2010
Monday, 13 September 2010
It begins again...
Welcome back after the break!
After a few meetings last week this is my first day in school with pupils. Ninety year-sixers or thereabouts. Its about Maths, its about Ancient Greeks, its about film-making.
Pupils have heard a greek tale, solved a SATs maths problem, and then incorporated the problem into the tale. They have set the puzzle in physical space for other pupils to solve. Not all groups or pupils have produced the intended outcomes listed here, but many who have not, have worked creatively to produce other outcomes of good quality.
Going forward, the three groups will be doing further work on the myths and legends of ancient greece before commencing the main body of project work. They will be asked to create a resource pack, including DVD, for a year-six client group, that will help them explore different areas of maths through stories of Ancient Greece.
Pupils will also have the opportunity to work with other artists with specialisms of script-writing, model-making and maybe more.
After a few meetings last week this is my first day in school with pupils. Ninety year-sixers or thereabouts. Its about Maths, its about Ancient Greeks, its about film-making.
Pupils have heard a greek tale, solved a SATs maths problem, and then incorporated the problem into the tale. They have set the puzzle in physical space for other pupils to solve. Not all groups or pupils have produced the intended outcomes listed here, but many who have not, have worked creatively to produce other outcomes of good quality.
Going forward, the three groups will be doing further work on the myths and legends of ancient greece before commencing the main body of project work. They will be asked to create a resource pack, including DVD, for a year-six client group, that will help them explore different areas of maths through stories of Ancient Greece.
Pupils will also have the opportunity to work with other artists with specialisms of script-writing, model-making and maybe more.
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