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- Herausgeber: Crown House Publishing
- Kategorie: Bildung
- Sprache: Englisch
- Veröffentlichungsjahr: 2017
Is teaching an art, rather than a science? Instead of measuring education and reducing everything to data, what if we looked at it through the lens of the arts? Sue Cowley demonstrates how teachers can become artists, sculptors, actors, dancers, musicians, playwrights, poets, designers and directors, no matter which subject or age group they happen to be teaching. The artful educator paints the air with ideas and weaves magic with words. They aren't afraid of a little risk, or of planning and delivering lessons a little differently. Learn how to be more creative, experimental, playful and imaginative in the methods you use to manage your classroom, and in the myriad ways in which you help your students to learn. Discover what an 'artful attitude' to education looks like, with plenty of practical, real-life ideas for artful teaching and learning. Sue has collected inspiring examples of how colleagues in a range of settings, from early years to secondary and further education, are already using artful approaches in their classrooms. Find out how to engage with your artful side, reinvigorate your approach to teaching and inspire yourself and your children with the pure joy of learning. Getting artful can involve borrowing techniques from the arts to use in teaching, getting learners hands-on with creating artworks themselves and also engaging learners with great existing works of art, cultivating the cultural capital that comes from this in the process. A collection of suggestions designed to inspire you to take creative risks with your learners, this is a book for explorers and rebels. An ideal resource for trainees, NQTs and experienced teachers alike, The Artful Educator is for anyone looking for inventive, innovative approaches to teaching.
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Praise for The Artful Educator
The Artful Educator will spark joy in both teachers and learners. You don’t have to be arty or creative to find yourself rapidly consumed by Sue’s passion and friendly approach. Within a few pages you’ll be champing at the bit to try out Sue’s simple but innovative ideas – and all those ideas of your own that the book will no doubt effortlessly inspire.
Dr Pooky Knightsmith, Director of the Children, Young People and Schools Programme, Charlie Waller Memorial Trust, Vice Chair, Children and Young People’s Mental Health Coalition
A timely response to the notion of teaching as content delivery for examination performance. Sue Cowley’s book delights in its embracing of the complex, with all the engaging messiness that this entails. Proudly modelling her belief in the power of the metaphor, Cowley equates teaching with a range of creative arts, providing practical pointers for putting the soul back into classroom practice. Some will interpret the book as a riposte to the push to make the profession more research-evidenced. I don’t. For me, Cowley’s call for teacher creativity in the classroom sits perfectly comfortably alongside the idea of education being research-informed: practitioners guided by academic journals and their artistic instincts.
Duncan Partridge, Director of Education, English-Speaking Union
I whole-heartedly recommend this book to teachers. It comes at a time when many in the profession have reported that the thrill and buzz of teaching is being sucked from classrooms by the obligation to just drill pupils for tests. Full of useful, practical ideas, The Artful Educator understands that there is an important distinction between pointlessly sugar-coating work with a superficial ‘fun’ activity and actually inspiring intrigue and engagement in a topic or skill.
I feel sure that The Artful Educator will help teachers to move pupils beyond simply tolerating their learning and help them to actually love it instead.
Isabella Wallace, education consultant, author and presenter
The Artful Educator is a breath of fresh air and certainly food for the soul. How wonderful to read a book that is focused on the creative and artful teaching of children and on the value of learning that can’t be logged on a spreadsheet. Sue is a master craftswoman of words – and her voice of experience is both authentic and believable. Sue is a seasoned teacher, and I for one will feel more confident facing my classes with her advice on my bookshelf.
Rachel Whitfield, teacher and author
Sue Cowley has written a book for all those teachers who feel the job is becoming a chore, devoid of freedom or enjoyment. In The Artful Educator, she lays out what it means to be a creative teacher: one that inspires students through their actions, one that takes risks, involves children in their own learning and isn’t afraid to divert from the lesson plan. If you want to be a teacher like this, you should read this book. Sue Cowley flies in the face of current establishment thinking on education. Full of ideas, this book is a licence to take risks, try out new and exciting ways to capture your students’ imaginations, and above all engage them in a love of learning.
Packed with ideas, The Artful Educator is a book about education that will inspire young people to want to learn. Written in Sue Cowley’s engaging and straightforward style, it shows how teaching is still a job that can be exciting, challenging and, above all, fun.
Tim Taylor, teacher, author ofA Beginner’s Guide to Mantle of the Expert
This book is dedicated to all the amazing educators who have shared their inspirational ideas with me over the last twenty years.
Acknowledgements
Thanks to the teachers of Twitter who contributed their ideas to this book. A huge thank you to the team at Crown House Publishing for their support in the publishing process, especially Louise Upton for her help with editing. And love and thanks as always to Tilak, Álvie and Edite, because I couldn’t do it without you.
Contents
Introduction
‘One must have a chaos inside oneself to give birth to a dancing star.’
Nietzsche
In many ways, teaching is the ultimate act of artful and creative problem solving. How do I get this knowledge over to my learners so that they understand and remember it? How do I get this class of thirty teenagers to behave? How do I get these children to practise this skill until they can do it perfectly? How could I use a resource to illuminate that concept? All these questions require imagination and artfulness to answer – teachers make thousands of decisions every single day. I spend time with many teachers every year, through the work that I do with schools, and the educators I meet constantly amaze me with the level of creativity they bring to their role. I can show a group of teachers a set of simple resources and, in only a few minutes, they will have come up with 101 different ways that they could use those resources in their lessons. Teachers are endlessly inventive in the face of challenges. In fact, teachers are so adept at being creative that they can even cope with the constant changes that governments make to what and how they are expected to teach.
This book gives lots of ideas about how to be an artful educator, and how to encourage artful attitudes in your learners. Inside these pages you will find hundreds of practical ways of being inventive with teaching – adapting, innovating and taking creative and imaginative approaches to learning. Your artfulness may happen when you are teaching the parts of the curriculum traditionally thought of as ‘the arts subjects’, but this book is also about teaching through artful forms and in artful ways, whatever subject your children are learning. In the first part of this book I outline what an ‘artful philosophy’ looks like: the kind of attitudes and approaches that an educator needs to model for and encourage in their learners, in order to build and sustain a creative atmosphere in the classroom. In the second part, I look at artful strategies and activities through the lens of different artistic professions. I explore how the work of the educator has parallels to the approaches used in these art forms, and how you can draw out these parallels in your own teaching. I also share ideas about how each of these artistic forms can be utilised and adapted for learning in the classroom, both in arts subjects and across the wider curriculum.
In recent years, the role of the arts has been sidelined in education, while the core subjects have been raised up as being ever more important, particularly when it comes to test results. The supposedly ‘academic’ has been elevated above the so-called ‘vocational’. This book calls for a renewed value to be placed on imagination, playfulness and experimentation in educating our children. It may be tricky for you to be an artful educator within our current system, where academic results are revered as the ultimate goal. But every artist is a rebel at heart, and even the smallest acts of creative rebellion can make a difference to the children you teach. By holding on to an artful attitude, you can make a stand against a system that appears to prize test results over joyful learning. And when you behave in an artful way in your classroom, your children see you modelling a creative attitude to life and to learning – an attitude that they can aspire to as well.
At the moment, it is fashionable to view education through a rational, objective, scientific lens. Education is being ‘scientised’ – discussed from the viewpoint of subjects like science, maths, business and economics. There is talk of ‘opportunity cost’ and of ‘metrics’, of ‘the most efficient methods’ and even of ‘economic outputs’. Analogies are drawn between education and medicine: children are deficient in skills and knowledge, and schools are the place where they must come to be cured of this lack. Education is a treatment that teachers give to children using all kinds of interventions and diagnostic tools – you must administer the check and ensure that your learners pass the test. Just as in medicine, we are told that teaching must be based on the latest research, and the search for the best methods is the source of much debate. But while research can add to the store of knowledge that we have about how learning works, it cannot decide what the best approach is to use in each specific context, with a particular child, at a particular moment. Only the individual teacher can do that. And that is where the artful educator comes in.
The system of accountability that we have currently relies on measuring the aspects of education that are most easily tested and turned into data on a spreadsheet. And the more these aspects of education get measured, turned into data and used to hold schools to account, the more these things become valued, and the more we are encouraged to focus on them within schools. Increasingly, though, teachers and parents are rising up against a regime of constant testing, concerned about what all this overt academic pressure is doing to our children. There has been an increase in the number of children being home educated, and in 2016 parents in England held a ‘strike day’ to draw attention to the effects of SATs on their children and to how these tests are leading to a narrowing of the curriculum. Some of the things that both parents and teachers believe are most valuable and important for children simply cannot be tested. How do you create a test for enjoyment, or for curiosity, or for joy? How do you find the data that identifies whether a child will read for pleasure in later life, or have the desire to be a lifelong learner? This country has always been a place of innovation, experimentation and creativity – of rebels and free spirits. It would be wrong if we were to let a focus on efficiency and measurability dampen our adventurous and rebellious spirits.
My plan in this book is not to tell you what to think or how to teach – that would run counter to the philosophy of the artful educator. Instead, I would like to show you how education looks when you view it through the lens of an art form, and to share with you lots of ways of approaching it like that. I would love it if you used your imagination to fill in any gaps, to add more ideas of your own or to question what I have written. I am most definitely not saying that there is only one way that works and this is what everyone must do. (If you hate dressing up, then you probably won’t want to use any of the ideas in the chapter on the educator as costume designer, for instance.) This book is not a blueprint for how to teach, because there is no such thing. It is simply a collection of suggestions designed to inspire you to take creative risks with your learners. This book is for explorers and rebels. It is for anyone who has chaos inside them or who fancies the idea of giving birth to a dancing star, no matter how painful that sounds. Above all else, this is a book that asks you to take heart. To be creative. To be adventurous. To be brave. To make some small acts of rebellion, whenever you can. But above all else, to be artful.
Part One:
Artful Attitudes
Chapter 1
The Artful Philosophy
‘They tried to bury us, they didn’t know we were seeds.’
(attributed to) Dinos Christianopoulos
It is notoriously tricky to define what ‘art’ is, which is exactly how things should be. One of the defining features of art is that it is not about right or wrong; nor is it about certainty and standardisation. This can make artful approaches challenging for an education system that values binary answers. What then does it mean for an educator to be artful, in the context of this book? For me, the artful philosophy is about taking an imaginative, innovative and creative approach to what happens in your classroom. It is the antithesis to standardisation because it comes out of a creative relationship with the learners you teach. Art is in the eye of the beholder – it is an expression of our common humanity that arises from a unique and individual response to the world, and so being artful requires you to give your children a sense of personal agency. The process of making and exploring art will create an emotional reaction in your learners and it will allow them to express their own visions of their world. This makes it a powerful force for building children’s self-confidence and promoting their enjoyment of learning. Art is about the senses – it will elicit some kind of sensory response in the audience, and make them think or feel at a deeper level than usual. Artfulness is the antithesis of ‘there is only one way to teach (or indeed to learn) and this is how everyone must do it’. In the current educational climate, where success in high stakes testing is prioritised, artful, experimental, imaginative teaching may feel like an act of subversion. In this book I argue that the time for a principled and artful rebellion has arrived.
The artful educator believes that children are unique – that they have a unique set of talents and interests, and that each child learns best in a way that is individual to them. This means that it is nigh on impossible to standardise the process of education – to say ‘if you do it like this it will work’ or ‘research shows that method X is the best one to use’. The artful educator keeps asking awkward questions like ‘What you do you mean “it will work”?’ and ‘Who exactly will it be “best” for?’ and ‘But did you think about the impact of X on Y?’ The artful educator believes that just as no two pieces of art are the same, nor are any two lessons. Perhaps, the artful educator wonders, the true measure of whether a lesson has ‘worked’ is if it gets children to think, to be curious, to laugh, to engage or to take a deep interest in a subject, not if it gets them to pass their SATs. The artful educator cannot countenance the idea that teachers could ‘deliver’ a scripted and standardised lesson to a waiting class of obedient children. An artful educator is there to perform creative magic with the children, not to read out a standardised script that someone else wrote for them to deliver. And although that magic might not always happen, the artful educator is going to give it a damn good try.
The artful educator understands that learning is a tricky, slippery, awkward thing – it is a bumpy ride along a rough and winding track. The journey is rarely straightforward, and it is highly unlikely to take a straight line from A to B. We might have to loop back on ourselves to get to where we wanted to go, or cover the same ground many times before we finally get close to being happy with what we have achieved. We will probably have to try and fail, over and over again, and suffer some bruises along the way. And then, just when we get to where we thought we were headed, we might suddenly realise that there is a whole lot more still left to learn, or that we had the wrong destination in mind all the time. This is the journey of a learner, whether it is a child in a classroom or an adult learning and developing as a teacher. But a bumpy journey is not a bad thing – you can’t learn how to get it right in the end without getting it wrong en route.
What is Artful?
Being artful is not exactly the same thing as being artistic. The essence of the artful approach has been captured with all its components on pages 8–9.
Chapter 2
Artful Attitudes to Learning
‘I’m not afraid of storms for I’m learning how to sail my ship.’
Louisa May Alcott, Little Women
The skills that the artful educator must learn are not those of a surgeon – cutting and stitching. They are not those of an engineer – measuring and constructing. Nor are they those of a scientist – theorising and researching. Neither are they those of a businessperson – measuring and analysing. No, the skills that you must learn as you develop as an artful teacher are more akin to those of an artist – the attitudes you will need to adopt are more like those of a painter or a playwright. You need to learn how to weave magic with words, how to build relationships out of thin air and how to bring learning to life, in all its multisensory glory, in a classroom filled with the noise and energy that thirty learners create. You need to learn to dart around your room like a dancer, to incorporate sound and music into your learning like a DJ, and to paint the air with ideas, with concepts and with laughter as well. Basically, you need to take an artful attitude to learning. The artful educator builds a set of attitudes to learning and creativity that helps them to explore artful approaches with their learners, and that encourages the children to take artful attitudes in return.
Thinking Creatively: The Power of Play
One of the key attributes of an artful approach to learning is a willingness to play around – to experiment and to think creatively. We might be playing around with ideas, playing to see how different aspects of learning fit together, playing with an object to see what it can do, playing with language, or images, or sounds. If I were to describe the way that I work as a writer, it might sound a lot like I am playing. I try something one way, then another. I throw in a strange idea to see what happens, or experiment by doing something totally unexpected with the words or the form or the ideas. Children have a natural propensity to play, which tends to get lost as they grow up. When an educator is playful with the learning and with the children, this not only models artful and creative attitudes to learning, but it is also emotionally and intellectually satisfying for the teacher.
To encourage a playful attitude to learning in yourself, and in your children:
Remember that both adults and children love to play – it is a key part of how human beings work.
See what happens when you put random ideas together, rather than always taking a linear route.
Focus on the process (the playfulness) rather than the product or the outcome – don’t worry if things don’t go right first time – see that as a success and a learning opportunity.
Try to become comfortable with learning as a messy process – doodle, scribble, daydream, wander, mess around, especially during the planning stages.
Remember that play can be a bit noisy and chaotic, so try not to worry too much about what other people will think.
Incorporate lots of multisensory objects into your planning and your teaching, and be playful in what you do with them.
Put two things together that wouldn’t normally be linked – break away from the expected and the normal.
Incorporate some fun into the learning because this will relax you and your children, and motivate you to continue, even when things get hard.
The Joy of Failure
One of the most important attitudes for learning is a willingness to give things a go, even if we feel sure that we might fail when we try. Both the teacher and the learners need to get comfortable with the fact that failure is about learning, and that learning is about failure. Progress is about getting it wrong at first, so we can learn how to do it better. We will only learn to speak a new language if we are willing to try to speak it (and most likely speak it badly, at first). We can only learn how to write by putting pen to paper, even though what we write looks like a scrawl to begin with. This is the journey that every child takes at school. But the more the child tries, the better they become at it. Any fear of failure can put the brakes on learning, and so the artful educator needs to encourage the learners to know how to fail and then just try again with courage and confidence.
While high expectations are useful for encouraging us to reach for our best, life is stressful for perfectionists. Perfectionism is not always a useful trait if we hope to be creative, because a desire to be perfect all the time tends to stop us from getting on with it and giving things a go. As an artful educator you need to model a willingness to have a go, to try, to fail and try again, and encourage your learners to do the same.
To help make this happen:
Be careful in the way that you speak about your mistakes, and the mistakes that your learners make. Try not to be negative about yourself or to do your own attempts down. Think about the language you use around your own learning.
At the same time, don’t be afraid to make a fool of yourself and to laugh at yourself when you do something daft. Show that it is possible to fail with good humour and good grace.
Allow your learners to do plenty of rapid, quick-fire first attempts at a task, and sometimes let them throw these attempts away.
Make some deliberate mistakes, and get your children to try to spot them.
Do some things that you find really difficult in front of the children – juggle, speak a foreign language, draw a human figure. Show them how trying things you find difficult leads to you learning in the end.
Take care not to mistake neat writing for good ideas, and messy writing for bad ones. Let your children scribble and doodle, as well as getting them to practise their neatest handwriting.
Role Modelling
If we want children to develop a particular skill or attribute, then one of the key things we have to do is model it for them. As Mahatma Gandhi may have said, ‘We must be the change we wish to see in the world.’ When we are artful as educators, we model a number of important attitudes for the children, including creativity, lateral thinking, risk taking and experimentation. We become a living, breathing example of creative thinking and courage. Every single day, the children see their teacher taking risks, making mistakes, having a go, having another go and refusing to give up when things don’t go right. The best way to model enthusiasm and passion for learning is to genuinely feel enthusiastic and passionate about learning.
To role model as an artful educator, make sure that you:
Talk about your mistakes – when something doesn’t go as well as you had hoped, be explicit about what it was. What could you have done better and how will you do things differently next time around?
Model the process that you take when you are correcting your own mistakes and developing a piece of work – for instance, by showing the children a draft piece of your writing with scribbles and corrections all over it. Talk about your thinking as they watch you edit your own writing or refine your ideas.
Encourage the students to watch for your mistakes and to correct you if they spot any – give them the confidence to speak out and to understand that adults don’t always get it right.
Show that you are willing to move laterally from the original plan for your lesson, especially if a child suggests a good idea or asks an interesting question.
Make your classroom a creative place to spend time in – think carefully about the environment and how it feeds into the modelling of creative and artful approaches. What does the space say about your attitude to artfulness?
Be willing to make a bit of a fool of yourself – try not to worry too much about how you appear to other adults (the children mostly won’t mind at all). Model bravery even in the face of self-doubt.
Don’t let what other people might think narrow the decisions you make in your teaching. Refuse to allow a nervous internal voice to stifle your creativity.
Offer the children a selection of resources and materials to learn from and experiment with – open up their eyes to diverse possibilities, rather than just offering them a single option.
Talk about how hard you have had to work in your life to be successful and to build your knowledge and your creativity.
Surround yourself and your children with samples and examples of living, breathing art: by the children, by yourself and by professional artists too.
Talk about your opinions, ideas, experiments and those of your children – visit the subjective world of the imagination as often as you visit the objective world of facts and reason.
Share examples of your own creative works – even if you are not that confident about them, this will teach your children valuable lessons about self-expression.
Risk and Uncertainty
Being artful in the way that you educate your children can feel scary. To be artful we have to take risks, and whenever we do, we run the risk that what we produce won’t be quite what we had hoped. This requires us to embrace uncertainty – to understand that what we try might not work out, but that it is okay if it doesn’t. We need to be able to cope with the possibility of learners getting noisy and overexcited or of there being momentary chaos in the classroom. This is a scary position to be in, especially if there are senior staff in your school who don’t like too much noise, or excitement, or the potential for chaos.
Creativity is in part about innovation and so, by definition, creativity can only come about through trying something new. Trying something new inevitably involves risk because, until we have tried it at least once, we have no idea whether the new thing will work out or not. In addition, in teaching, even when we have tried something once and it has worked well, it is still perfectly possible that the next time we try it things will turn out differently or not go as intended. Let me give you an example. The first time I tried Flour Babies, it was a great success. Inspired by the book Flour Babies by Anne Fine, I gave each of my teenage learners a bag of flour and told them that they had to look after it for a week, at school and at home. If they wanted to go out in the evening they had to arrange for a babysitter. We had lots of fun doing drama improvisations in lessons with our ‘babies’ and the week was successful in getting them to think about what the reality of having a baby would be like. The second time I tried Flour Babies it did not go so well. I handed out the bags of flour in lesson one. When break time came around, I was summoned to the playground by the caretaker, where the Flour Baby massacre was in progress. Risk taken. Uncertainty experienced. Lesson learned: don’t expect different learners to react in the same way to the same teaching idea.
Before you try an experimental new teaching strategy, it is wise to:
Talk it through with a line manager or mentor. Share any concerns and ask whether you can rely on them for support if there are any issues.
Think to yourself: what is the worst thing that could happen? Then plan for it to happen. That way you will be prepared if it does and pleasantly surprised if it doesn’t.
Consider what strategies you can use to pull back from the lesson if your idea isn’t working. Have a back-up plan in case of failure – a quiet, calming activity you can do if the children get overexcited, while you think about what do next.
See if anyone else on the staff has tried something similar, and whether they can give you any advice about the potential pitfalls. Forewarned is forearmed.
Think carefully about the timing, especially if the activity involves resources such as paint, scissors or glue. Leave twice as much time for clearing up as you think you might need.
During the activity, remind your learners that you can only teach them in creative ways if they are willing to control their own reactions when you do it. Make sensible behaviour part of the deal for using artful approaches.
99 Times out of 100
When we see a finished artwork, whether it is a play, a painting, a book, a poem or a symphony, what we see is the end result and not the process. And an awful lot of process went on before the artist got to that finished work of art. During the process a lot of material will have been discarded – anything that didn’t quite work will have been thrown away or filed for use another time. This might have taken the form of preparatory sketches, rough plans, scribbled ideas and so on. When we look at a finished artwork, we don’t need to know what got thrown away in the development of the piece (although knowing can certainly be very interesting and instructive). However, we need to help our learners understand that it was the act of throwing ideas and prior attempts away that led to the completed artwork – that no one can or should create a finished piece first time.
We can only throw away or build on something we’ve already created, and so it is very important to keep making attempts, even though 99 out of 100 attempts may feel imperfect. The attempts are part of the practice, and part of the progress towards getting as near to what you had hoped to create as you can. I once suggested to a group of new teachers that sometimes they should let their children write something and then just throw it away. We were doing a stream of consciousness exercise – a short warm-up activity for writers and one that is normally discarded once it has been done. The idea of throwing the children’s writing away was met with a collective intake of breath. What would their senior leaders or Ofsted say? Did I really think it was a good idea for them to throw away ‘evidence’? The desire to collect evidence of learning can stop us from letting children be experimental. Not every piece of writing that a child produces has to be worked on, developed, tweaked, marked, edited, improved. Sometimes, it is better to let your children screw up the piece of paper and throw it in the recycling bin.
To help your children develop a 99 times out of 100 mentality:
Look at some works in progress with your children – show them the planning, preparation and throwing away that went into getting to the end result.
Get your learners to do some quick, rough pieces of work – a sketch completed in two minutes or some free writing done for three minutes. Don’t spend time analysing these after the event – encourage your children to view them as warm-ups and not as completed pieces.
Keep a portfolio of all your children’s artwork then, towards the end of the year, ask them to go through it and identify the best pieces. Get them to talk about their favourites and which ones they want to throw away, and ask them to explain why.
