A few years ago… 4, maybe 5? I did the Artist Teacher Scheme through BCU. Discussing it this week someone said the scheme is great for the artist in the teacher, but not so good for the teacher in the artist, this certainly could be argued in my case. Especially considering my original intention in doing the course was to be a better art teacher. I think I’m a better artist, but my teaching is more laissez-faire and chaotic than it was. There is an argument from either side that my teaching is better/worse, because the majority of the day-to-day stuff is unplanned, and I spend my time providing the children with materials, equipment and space to have a go at the mad stuff. I think I might be helping them to become better at thinking about their ideas, but that means they are not always very productive. This makes providing evidence for assessment very difficult. Sometimes I might say “This pupil is this level, because I say so.” That can be a bit tricky…
A few years ago, this term’s work from year 6 ended up with them all having drawn pictures of the school, and designing a sculpture that never got made. This year, so far, I have seen sculptures of volcanos, engines and hearts; collages of friendship; a quilt; a comic book; a poem; a clay super-hero; Eddie Stobart trucks; acrylic paintings; watercolours; papier mache brain; an amazing piece of film made using an overhead projector, and old sheet and some twigs, recorded on the class digital camera; a series of clay figures depicting 3 stages of woman. I’m not teaching, but I spend my time wielding a stanley knife, mixing cellulose paste and finding the right sort of paper to make a giant origami phoenix.
Some children, in 6 weeks, produce 6 pieces of work, others don’t finish one.
Whether this is “good” teaching comes down to your head teacher. Luckily I have one who is brave and creative.
My final piece of writing for my MA is supposed to be about 2500 words linking my art to my teaching. I think the above discussion will be the thrust of it. I may use some of my blog to illustrate a change in attitudes, alongside photos of the children’s work.
I’m also wondering what questions I could ask the Y6 children about his altered work pattern – as up to this year, they have followed fairly conventional plans.