By Paula Briggs
Q. How do we Balance Ongoing Skill Development with the Novelty of Fresh Projects?
A. By Scaffolding Projects with Sketchbooks and Drawing Activities…
The AccessArt Exemplar Plan suggests projects you might like to try with pupils in primary school. To accompany the Exemplar Plan, we have also a Progression Plan which demonstrates how taken as a whole, you can be sure to build a really rich and exciting creative curriculum, project by project.
Because every school is different in the amount of time and resources it can commit to art, we have tried to make the Exemplar Plan as flexible as possible, which means we haven’t overloaded the number of projects within each half term, so that schools who are less experienced or who have less resource available don’t feel overwhelmed and excluded.
This means that especially in KS1, at first glance it might appear that the activities included in the plan won’t cover a whole half term or term’s worth of art lessons. In fact, the space created around ALL projects recommended in the plan is as important as the projects themselves. So what is this space filled with?
There are two important elements within the AccessArt approach. These are:
Encouraging learners and teachers to take a Journeyful Approach
Scaffolding all visual arts activities with drawing and sketchbook skills.
Both these pedagogical elements will help teachers provide a rich and relevant creative experience in which all kinds of skills are developed. In addition, it will ensure that the knowledge is acquired through experience, ensuring the learning is owned by the pupils.
Both these elements also involve a slowing down – a making time for. What exactly you are making time for will be revealed along the way – and will probably be as important, if not more important, than the thing you thought you were doing (i.e. the project)!
Taking or enabling a journeyful approach means creating space around and within a project to encourage learners to think around the subject area. Being journeyful means finding time for serendipity, accident, and personal discovery within a thoughtful structure. It also means making time for fallow time, or for things to go wrong, – essential parts of the creative process – so that we can enable children to take creative risks. Think of children enabled to discover their own pathway via a meandering walk through the woods, noticing things along the way, with room for personal diversions and sharing amongst the group, rather than a direct and swift bus ride from A to B.
You can find out more about what we mean by a journeyful approach here, but in this post we will think a little more about how we can use scaffolding to support and expand the projects in the AccessArt Exemplar Plan.
How Do We Scaffold Creative Projects?
AccessArt advocates using creative projects to help give focus to an exploration of new materials, techniques, and concepts. Most importantly, creative projects keep visual arts learning fresh and inspiring – there is always a new start with new stimuli and ideas.
But AccessArt also advocates scaffolding creative projects with key elements which will help make the creative project all the richer and more rewarding, and also provide ongoing opportunities for skill development. Here are a few tips about how to scaffold a creative project, and why.
Balance the novelty brought through creative projects with time spent practising drawing skills. Use warm-up drawing exercises and icebreakers at all stages of a project to help pupils slow down their journey and open minds. Use drawing as a tool to help deepen and broaden understanding of ideas within the project. Don’t forget drawing can be used to help pupils see, discover and share.
Make time for sketchbooks. Time exploring is never wasted, and pupils will return to the main project with a richer and more personal understanding. Think of sketchbooks as the stretchy glue between the learner, the project and the world. Use sketchbooks before, during and after a project. And don’t forget sketchbooks aren’t just for sketching – they are also for collecting, researching, noticing, testing, thinking and reflecting.
Finally, explore the work of a diverse range of artists to help feed imaginations. Look at the work of other artists so that you can deepen understanding of the artist’s work, be open to the different roles artists have within society, and understand the relevance of their work to you.