Exploring Creative Environments through the Child’s Lens
ABSTRACT
There is strong governmental support within the UK to develop creativity and emphasise the importance of its role in learning and teaching. Sharp (2003) identified issues, gaps and priorities for further research that looked at the impact on children of working with professional artists in terms of their creativity. This paper explores the initial findings of an evaluation report conducted by a university research team, exploring the creative performances designed by Starcatchers , an organisation developing performing arts experiences for children aged birth to 4 years. The research team consisted of four action researchers who were each attached to an artist in residence working in four theatre venues across Scotland. The artists involved represented four different art domains: puppetry, visual arts, artistic experiences informed by playing therapy and installation work. The researchers collaborated with the artists to observe children’s engagement, provide feedback, discuss projects, and record the processes of project development. This paper seeks to explore the artists’ experience of designing and implementing participative performance events and the nature and processes of working with young children in performing arts. It focuses on an exploration of the creative learning processes which were developed by the artists in residence to promote children’s creativity and involvement in the visual arts. The role of the artist is examined and key aspects are suggested with a view to enhancing the creative learning experiences provided for children within educational contexts, indicating points for consideration by adults charged with the responsibility of planning and developing environments which support young children’s creativity.
There is strong governmental support within the UK to develop creativity and emphasise the importance of its role in learning and teaching. Sharp (2003) identified issues, gaps and priorities for further research that looked at the impact on children of working with professional artists in terms of their creativity. This paper explores the initial findings of an evaluation report conducted by a university research team, exploring the creative performances designed by Starcatchers , an organisation developing performing arts experiences for children aged birth to 4 years. The research team consisted of four action researchers who were each attached to an artist in residence working in four theatre venues across Scotland. The artists involved represented four different art domains: puppetry, visual arts, artistic experiences informed by playing therapy and installation work. The researchers collaborated with the artists to observe children’s engagement, provide feedback, discuss projects, and record the processes of project development. This paper seeks to explore the artists’ experience of designing and implementing participative performance events and the nature and processes of working with young children in performing arts. It focuses on an exploration of the creative learning processes which were developed by the artists in residence to promote children’s creativity and involvement in the visual arts. The role of the artist is examined and key aspects are suggested with a view to enhancing the creative learning experiences provided for children within educational contexts, indicating points for consideration by adults charged with the responsibility of planning and developing environments which support young children’s creativity.
KEYWORDS
Starcatchers, Creative Environments, Educational Artist-in Residence, Young Children’s Creativity
Starcatchers, Creative Environments, Educational Artist-in Residence, Young Children’s Creativity
Cite this paper
Grogan, D. and Martlew, J. (2014) Exploring Creative Environments through the Child’s Lens. Creative Education, 5, 1528-1539. doi: 10.4236/ce.2014.516170.
Grogan, D. and Martlew, J. (2014) Exploring Creative Environments through the Child’s Lens. Creative Education, 5, 1528-1539. doi: 10.4236/ce.2014.516170.
References
[1] Addison, N., Burgess, L., Steers, J., & Trowell, J. (2010). Understanding Art Education: Engaging Reflexively with Practice. London: Routledge/Falmer. [2] Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A Neuropsychological Theory of Positive Affect and Its Influence on Cognition. Psychological Review, 106, 529-550.
http://dx.doi.org/10.1037/0033-295X.106.3.529 [3] Athey, C. (2008). Extending Thought in Young Children. London: Sage. [4] Abbott, L., & Nutbrown, C. (2001). Experiencing Reggio Emilia: Implications for Preschool Provision London OU. Buckingham. [5] Bancroft, S., Fawcett, M., & Hay, P. (2008). Researching Children Researching the World. Stoke on Trent: Trentham. [6] Claxton, G. L., & Lucas, B. (2004). Be Creative: Essential Steps to Re-Vitalize Your Work and Life. London: BBC. [7] Craft, A. (2000). Creativity across the Primary Curriculum. London: Routledge [8] Cremin, T. (2006). Creativity, Uncertainty and Discomfort: Teachers as Writers, Cambridge Journal of Education, 36, 415-433.
http://dx.doi.org/10.1080/03057640600866023 [9] Csikszentmihalyi, M. (1996). Creativity. New York: Harper Collins. [10] David, T., Goouch, K., Powell, S., & Abbott, L. (2003). Birth to Three Matters: A Review of the Literature: Compiled to Inform the Framework to Support Children in Their Earliest Years. Department for Education and Skills, Research Report RR444.
http://webarchive.nationalarchives.gov.uk/20130401151715/
https://www.education.gov.uk/publications/eOrderingDownload/RR444.pdf [11] Davies, D. (2011). Teaching Science Creatively. London: Routledge. [12] Dunlop, A., McNaughton, M., Grogan, D., Martlew, J., & Thomson, J. (2011). Live Arts Arts Alive. Starcatchers Research Project Main Report, Glasgow: University of Strathclyde. [13] Ewing, R. (2009). Creating Imaginative, Practical Possibilities in K-6 English Classrooms. In J. Manuel, P. Brock, D. Carter, & W. Sawyer (Eds.), Imagination Innovation Creativity: Revisioning English in Education (pp. 173-182). Sydney: Phoenix Publication. [14] Jeffrey, B. (2006). Creative Teaching and Learning: Towards a Common Discourse and Practice. Cambridge Journal of Education, 36, 399-414.
http://dx.doi.org/10.1080/03057640600866015 [15] Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (2005). In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia. New York: Teachers College Press. [16] Grainger, T., & Barnes, J. (2006). Creativity in the Primary School Curriculum. In J. Arthur, T. Grainger, & D. Wray (Eds.), Learning to Teach in the Primary School (pp. 209-252). London: Routledge. [17] Halsey, K., Jones, M., & Lord, P. (2006). What Works in Stimulating Creativity amongst Socially Excluded Young People?
http://www.nfer.ac.uk/nfer/publications/NES01/NES01.pdf [18] Jans, M. (2004). Children as Citizens: Towards a Contemporary Notion of Child Participation. Childhood, 11, 27-44.
http://dx.doi.org/10.1177/0907568204040182 [19] Laevers, F., & Moons, J. (1997). Enhancing Well-Being and Involvement in Children: An Introduction in the Ten Action Points. Leuven: Centre for Experiential Education. [20] Malaguzzi, L. (1996). The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. New Jersey: Ablex Publishing Corporation. [21] Marshall, C., & Rossman, G. B. (1995). Designing Qualitative Research. London: Sage Publications. [22] Martlew, J., & Grogan, D. (2013). Reach for the Stars! Creative Engagement with Young Children. Early Child Development and Care, 183, 1029-1041. [23] National Advisory Committee on Creative and Cultural Education (NACCCE) (1999). All Our Futures: Creativity, Culture and Education: Report to the Secretary of State for Education and Employment. Sudbury: Department for Education and Employment. [24] Northcott, B., Miliszewska, I., & Dakich, E. (2007). ICT for (I)nspiring (C)reative (T)hinking. The ASCALITE 2007, Singapore. [25] Pavis, P. (2003). Analyzing Performance: Theatre, Dance and Film. Ann Arbor, MI: Michigan University Press. [26] QCA (2005). Creativity: Find it, Promote It!—Promoting Pupils’ Creative Thinking and Behaviour across the Curriculum at Key Stages 1, 2 and 3—Practical Materials for Schools. London: Qualifications and Curriculum Authority. [27] Qualifications and Curriculum Authority/Department for Education and Employment (2000). Curriculum Guidance for the Foundation Stage. London: DfEE/QCA. [28] Reason, P., & Riley, S. (2008). Co-Operative Inquiry: An Action Research Practice. In J. Smith (Ed.), Qualitative Psychology: A Practical Guide to Research Methods (2nd ed.). London: Sage Publications. [29] Reid, A., & Petocz, P. (2004). Learning Domains and the Process of Creativity. Australian Educational Researcher, 31, 45-62. www.aare.edu.au/aer/online/40020d.pdf
http://dx.doi.org/10.1007/BF03249519 [30] Robinson, K. (2010). Out of Our Minds: Learning to be Creative (2nd ed.). Oxford: Capstone. [31] Runco, M. A. (2007). To Understand Is to Create: An Epistemological Perspective on Human Nature and Personal Creativity. In R. Richards (Ed.), Everyday Creativity and New Views on Human Nature (pp. 91-107). Washington, DC: American Psychological Association. [32] Rutland, M., & Barlex, D. (2008). Perspectives on Pupil Creativity in Design and Technology in the Lower Secondary Curriculum in England. International Journal of Technology and Design Education, 18, 139-165.
http://dx.doi.org/10.1007/s10798-007-9024-6 [33] Scottish Creativity in Education Action Group (2001). Creativity in Education. Edinburgh: SCEAG. [34] Scottish Executive (2004). A Curriculum for Excellence. Edinburgh: Scottish Executive. [35] Scottish Parliament (2010). Education and the Arts, Culture & Creativity: An Action Plan.
http://www.scotland.gov.uk/Topics/Education/Schools/curriculum/ACE/expactionplan [36] Sharp, P. C. (2003). What’s Important in Early Years Education? Some Messages from Research. TOPIC, Issue 30, Item 7. [37] Starcatchers Pilot Project (2009). PEEP: Starcatchers Previous Performances. [38] Sylva, K., Roy, C., & Painter, M. (1980). Child Watching at Playgroup and Nursery School: Oxford Pre-School Research Project. London: Grant McIntyre. [39] Trevarthen, C. (2011). What Young Children Give to Their Learning, Making Education Work to Sustain a Community and Its Culture. European Early Childhood Education Research Journal, 19, 173-193.
http://dx.doi.org/10.1080/1350293X.2011.574405 [40] The Scottish Government (2008). A Guide to Getting It Right for Every Child. Edinburgh: The Scottish Government. [41] Vecchi, V. (2010). Art and Creativity in Reggio Emilia: Explaining the Role and Potential of Arteliers in Early Childhood Education. London: Routledge. [42] Walsh, M. (2010). Multimodal Literacy: What Does It Mean for Classroom Practice? Australian Journal of Language and Literacy, 33, 211-239. [43] Young, S., & Powers, N. (2008). Starcatchers Pilot Study Final Report: See Theatre: Play Theatre.
[1] Addison, N., Burgess, L., Steers, J., & Trowell, J. (2010). Understanding Art Education: Engaging Reflexively with Practice. London: Routledge/Falmer. [2] Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A Neuropsychological Theory of Positive Affect and Its Influence on Cognition. Psychological Review, 106, 529-550.
http://dx.doi.org/10.1037/0033-295X.106.3.529 [3] Athey, C. (2008). Extending Thought in Young Children. London: Sage. [4] Abbott, L., & Nutbrown, C. (2001). Experiencing Reggio Emilia: Implications for Preschool Provision London OU. Buckingham. [5] Bancroft, S., Fawcett, M., & Hay, P. (2008). Researching Children Researching the World. Stoke on Trent: Trentham. [6] Claxton, G. L., & Lucas, B. (2004). Be Creative: Essential Steps to Re-Vitalize Your Work and Life. London: BBC. [7] Craft, A. (2000). Creativity across the Primary Curriculum. London: Routledge [8] Cremin, T. (2006). Creativity, Uncertainty and Discomfort: Teachers as Writers, Cambridge Journal of Education, 36, 415-433.
http://dx.doi.org/10.1080/03057640600866023 [9] Csikszentmihalyi, M. (1996). Creativity. New York: Harper Collins. [10] David, T., Goouch, K., Powell, S., & Abbott, L. (2003). Birth to Three Matters: A Review of the Literature: Compiled to Inform the Framework to Support Children in Their Earliest Years. Department for Education and Skills, Research Report RR444.
http://webarchive.nationalarchives.gov.uk/20130401151715/
https://www.education.gov.uk/publications/eOrderingDownload/RR444.pdf [11] Davies, D. (2011). Teaching Science Creatively. London: Routledge. [12] Dunlop, A., McNaughton, M., Grogan, D., Martlew, J., & Thomson, J. (2011). Live Arts Arts Alive. Starcatchers Research Project Main Report, Glasgow: University of Strathclyde. [13] Ewing, R. (2009). Creating Imaginative, Practical Possibilities in K-6 English Classrooms. In J. Manuel, P. Brock, D. Carter, & W. Sawyer (Eds.), Imagination Innovation Creativity: Revisioning English in Education (pp. 173-182). Sydney: Phoenix Publication. [14] Jeffrey, B. (2006). Creative Teaching and Learning: Towards a Common Discourse and Practice. Cambridge Journal of Education, 36, 399-414.
http://dx.doi.org/10.1080/03057640600866015 [15] Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (2005). In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia. New York: Teachers College Press. [16] Grainger, T., & Barnes, J. (2006). Creativity in the Primary School Curriculum. In J. Arthur, T. Grainger, & D. Wray (Eds.), Learning to Teach in the Primary School (pp. 209-252). London: Routledge. [17] Halsey, K., Jones, M., & Lord, P. (2006). What Works in Stimulating Creativity amongst Socially Excluded Young People?
http://www.nfer.ac.uk/nfer/publications/NES01/NES01.pdf [18] Jans, M. (2004). Children as Citizens: Towards a Contemporary Notion of Child Participation. Childhood, 11, 27-44.
http://dx.doi.org/10.1177/0907568204040182 [19] Laevers, F., & Moons, J. (1997). Enhancing Well-Being and Involvement in Children: An Introduction in the Ten Action Points. Leuven: Centre for Experiential Education. [20] Malaguzzi, L. (1996). The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. New Jersey: Ablex Publishing Corporation. [21] Marshall, C., & Rossman, G. B. (1995). Designing Qualitative Research. London: Sage Publications. [22] Martlew, J., & Grogan, D. (2013). Reach for the Stars! Creative Engagement with Young Children. Early Child Development and Care, 183, 1029-1041. [23] National Advisory Committee on Creative and Cultural Education (NACCCE) (1999). All Our Futures: Creativity, Culture and Education: Report to the Secretary of State for Education and Employment. Sudbury: Department for Education and Employment. [24] Northcott, B., Miliszewska, I., & Dakich, E. (2007). ICT for (I)nspiring (C)reative (T)hinking. The ASCALITE 2007, Singapore. [25] Pavis, P. (2003). Analyzing Performance: Theatre, Dance and Film. Ann Arbor, MI: Michigan University Press. [26] QCA (2005). Creativity: Find it, Promote It!—Promoting Pupils’ Creative Thinking and Behaviour across the Curriculum at Key Stages 1, 2 and 3—Practical Materials for Schools. London: Qualifications and Curriculum Authority. [27] Qualifications and Curriculum Authority/Department for Education and Employment (2000). Curriculum Guidance for the Foundation Stage. London: DfEE/QCA. [28] Reason, P., & Riley, S. (2008). Co-Operative Inquiry: An Action Research Practice. In J. Smith (Ed.), Qualitative Psychology: A Practical Guide to Research Methods (2nd ed.). London: Sage Publications. [29] Reid, A., & Petocz, P. (2004). Learning Domains and the Process of Creativity. Australian Educational Researcher, 31, 45-62. www.aare.edu.au/aer/online/40020d.pdf
http://dx.doi.org/10.1007/BF03249519 [30] Robinson, K. (2010). Out of Our Minds: Learning to be Creative (2nd ed.). Oxford: Capstone. [31] Runco, M. A. (2007). To Understand Is to Create: An Epistemological Perspective on Human Nature and Personal Creativity. In R. Richards (Ed.), Everyday Creativity and New Views on Human Nature (pp. 91-107). Washington, DC: American Psychological Association. [32] Rutland, M., & Barlex, D. (2008). Perspectives on Pupil Creativity in Design and Technology in the Lower Secondary Curriculum in England. International Journal of Technology and Design Education, 18, 139-165.
http://dx.doi.org/10.1007/s10798-007-9024-6 [33] Scottish Creativity in Education Action Group (2001). Creativity in Education. Edinburgh: SCEAG. [34] Scottish Executive (2004). A Curriculum for Excellence. Edinburgh: Scottish Executive. [35] Scottish Parliament (2010). Education and the Arts, Culture & Creativity: An Action Plan.
http://www.scotland.gov.uk/Topics/Education/Schools/curriculum/ACE/expactionplan [36] Sharp, P. C. (2003). What’s Important in Early Years Education? Some Messages from Research. TOPIC, Issue 30, Item 7. [37] Starcatchers Pilot Project (2009). PEEP: Starcatchers Previous Performances. [38] Sylva, K., Roy, C., & Painter, M. (1980). Child Watching at Playgroup and Nursery School: Oxford Pre-School Research Project. London: Grant McIntyre. [39] Trevarthen, C. (2011). What Young Children Give to Their Learning, Making Education Work to Sustain a Community and Its Culture. European Early Childhood Education Research Journal, 19, 173-193.
http://dx.doi.org/10.1080/1350293X.2011.574405 [40] The Scottish Government (2008). A Guide to Getting It Right for Every Child. Edinburgh: The Scottish Government. [41] Vecchi, V. (2010). Art and Creativity in Reggio Emilia: Explaining the Role and Potential of Arteliers in Early Childhood Education. London: Routledge. [42] Walsh, M. (2010). Multimodal Literacy: What Does It Mean for Classroom Practice? Australian Journal of Language and Literacy, 33, 211-239. [43] Young, S., & Powers, N. (2008). Starcatchers Pilot Study Final Report: See Theatre: Play Theatre.