“The universal is the local without walls”. .
Over the last two years, at the beginning of the Autumn term, the school in association with a creative director and Year 6 has engaged in an expressive arts project.
our objectives
To undertake a class activity that involves collaboration and cross curricular activities. Encourage learners to develop their creative processing, artistic and performance skills. The school recognises that developing these skills contribute to realising the four purposes of the new curriculum, thus having a positive impact on the groups lifelong learning. The project was based on the theme ‘Cynefin’ exploring our connections with world around us, and included a performance intended for the local community and the school.
what we did
A five week expressive arts programme for year six pupils to create, write design and perform a 30 minute play on the theme, Cynefin. This was achieved through a series of homework tasks, workshops, ICT research of family/local history, local trips - a boat trip on the Tawe to collect research, development workshops involving movement, poetry writing, dialogue writing, character and design costume design.
challenges
An initial pupil survey of areas of development in expressive arts, identified the main challenge would be working together to create a play that expressed pupil’s thoughts and emotions to an audience. This was also what pupils were most looking forward to achieving.
what we learned
Reflecting on this project underscores the importance of developing the knowledge and skills that encourage pupils to create, collaborate, review, refine and perform work. These skills were developed through morning creative workshops, and consolidated in afternoon technical workshops. For example, a morning working on farming, mining, industrial shapes and actions were supported by afternoon workshops on identifying key features of dialogue, narrative or poetry forms for the script. The more time the pupils had to research and learn the technical skills of each discipline the better the outcomes.
real life authentic experiences
The importance of real life authentic experiences, was evidenced by the impact of the Copper Jacks cruise on the river Tawe, and the pupils physical understanding of the Swansea Valley's history. The use of a timeline helped to create a framework for ideas as we journeyed through the history of the Swansea Valley. Pupils realised that as creators and audience they could gain an understanding and an appreciation of cultures and societies in Wales and the wider world. Pupils were able to use this understanding to explore cultural differences through time and place.
our wellbeing
Consistent with this AOLE, the project engaged pupils physically, socially and emotionally, exploring their well-being, self-esteem and resilience. The individual and group transformed from beginning concepts to the performance. Development was tracked from the initial to final survey findings and interviews. Through practice and with support, the pupils original fears gave way to a growing confidence to contribute to the group, developing resilience while respecting others opinions. This was very important for this group as they have previously struggled to understand other pupils’ perspectives.
creative, capable and ambitious.
The pupils developed their creative abilities leading to an appreciation of the creativity of others. The project achieved its aim to provide learners with opportunities to explore, refine and communicate ideas, while thinking creatively and engaging their imagination and senses. The project required pupil’s personal application, perseverance and close attention to detail, which contributed to making pupils ambitious, capable learners ready to discover throughout their lives.
Working with outside experts
Bringing the expertise of external practitioners into the classroom definitely enhanced pupils’ engagement in a real life experience. Pupils were required to manage their time and resources to achieve meaningful work and meet deadlines. It nurtured critical inquiry skills that will hopefully lead to continued positive mind-sets in all aspects of life
This collaboration needed to be guided by the class teacher to link back to the curriculum and support literacy skills. The more pupils got to know and trust the external the better the outcomes for each pupil and the group. Pupils were supported to become enterprising, creative contributors, ready to play a full part in life and work.
our journey to cynefin
In addition, the evaluation involved in the creative process enabled pupils to explore complex issues such as their own journey to ‘belonging’ in this community. They challenged perceptions and to identified solutions. Pupils now have a better understanding of their own cultural identity and that of other people, places and times. From this experience of expressing creativity pupils have become informed and confident of their own voice, while respecting the diverse perspectives of others – something that will stand to them through life’s journey
confirming our vision and values
The project exposed pupils to the values of being . . .Grateful for their own gifts, for the gift of other people; and generous with their gifts, sharing with their community. Attentive to their experience; and discerning about the choices they make and the effects of those choices. Compassionate towards others, near and far; and loving by their just actions and forgiving words. Faith-filled in their beliefs and hopeful for the future. Eloquent and truthful in what they say of themselves, the relations between people, and the world. Learned, finding creativity in all things; and wise in the ways they use their learning for the common good. Curious about everything; and active in their engagement with the world, changing what they can for the better. Intentional in the way they live and use the resources of the earth, guided by conscience; and prophetic in the example they set to others.
The experience brought to life our school vision of "seeing the masterpiece as we mix the paints". Confirming that 'that 'together in Christ' we are truly living, learning and growing.
This is home - Our Performance
How the play made us feel
what next?
Pupils to review this creative process. Identify features of and write a review of the performance video as a critic. Pupils to identify key elements of the process that were successful and what can be improved on for next year’s project. Share this with school management. To continue to use or new found confidence in daily assemblies, class worship delivery, class Remembrance Assembly, Christmas and Easter plays. To utilise this confidence when working in groups to problem solve and when sharing ideas with the class.
Use Cynefin in cross curricular activities to explore diversity.
To share the performance with all classes as a starting point for their own week of Cynefin explorations. To discuss with other teachers to understand how we can best use this project to impact learning across the curriculum. Linking all our different Cynefins to understanding diversity. Create a website collating all aspects of pupils work
Submission of our project to the Welsh Schools Heritage Initiative