Artists and teachers: a cultural exchange Artists Although every artist has practices that are particular to them, areas of common ground emerge when looking at numerous projects over years. Habits of communication, of making decisions with others even ways of arranging a room for group work are ways of working – that artists can sometimes take for granted especially if they are used to working with other – artists who share the same methods and assumptions. Three of these common arts practices are outlined below. You may think of other examples yourself and apply the same headings to tease out some language specific to your own work. 1. Group devising May also be called: open-ended investigation, improvisation, explorative group work, play or participant led. work can look very different depending on the artist and art form. It may be students all on their feet creating a scene or tableau in response to a provocative image. It may be groups of students all writing together around sheets of butcher’s paper, or the whole classroom creating stimulus/response dance moves as part of a movement game. Potential benefits Students up’ and are engaged, alert and ready for a more focused activity. ‘wake Students contribute creative ideas and feel that they are the authors and owners of the classroom content. Students who do not usually contribute or lead may participate more fully in an activity that has no or wrong’ answers. ‘right New ideas, reflections, observations and content are created. Some language to share this process It is always a good idea to work with your partner teacher to share and develop these ideas and plan together for your workshop/session. Some of the ways to translate this open-ended practice in a school environment may be: Student led Participants will be given a stimulus or starting point and will then be supported to lead the direction of the session. Explorative Rather than giving all the answers, we will be investigating and discovering answers together. Engage and stimulate creative thinking We’ll encourage students to a go’, ‘have take supported risks and think on their feet, which can open up creative thinking and raise the energy level in the room. to avoid Help your teacher partner to feel confident that the session will be useful. Give them an idea of what might happen in the room. It may work against you (and be
Artists and teachers: a cultural exchange Artists Although every artist has practices that are particular to them, areas of common ground emerge when looking at numerous projects over years. Habits of communication, of making decisions with others – even ways of arranging a room for group work are ways of working that artists can sometimes take for granted – especially if they are used to working with other artists who share the same methods and assumptions. Three of these common arts practices are outlined below. You may think of other examples yourself and apply the same headings to tease out some language specific to your own work. 1. Group devising May also be called: open-ended investigation, improvisation, explorative group work, play or participant led. work can look very different depending on the artist and art form. It may be students all on their feet creating a scene or tableau in response to a provocative image. It may be groups of students all writing together around sheets of butcher’s paper, or the whole classroom creating stimulus/response dance moves as part of a movement game. Potential benefits Students ‘wake up’ and are engaged, alert and ready for a more focused activity. Students contribute creative ideas and feel that they are the authors and owners of the classroom content. Students who do not usually contribute or lead may participate more fully in an activity that has no ‘right or wrong’ answers. New ideas, reflections, observations and content are created. Some language to share this process It is always a good idea to work with your partner teacher to share and develop these ideas and plan together for your workshop/session. Some of the ways to translate this open-ended practice in a school environment may be: Student led Participants will be given a stimulus or starting point and will then be supported to lead the direction of the session. Explorative Rather than giving all the answers, we will be investigating and discovering answers together. Engage and stimulate creative thinking We’ll encourage students to ‘have a go’, take supported risks and think on their feet, which can open up creative thinking and raise the energy level in the room. to avoid Help your teacher partner to feel confident that the session will be useful. Give them an idea of what might happen in the room. It may work against you (and be
New-Colours-Planning-Tool-2-Artists-and-teachers-a-cultural-exchange.docx