‘Creating space’, 2009
Creative Partnerships Sheffield/CapeUK
Stannington Infants School

Research question: How does pairing active and more passive learners of different age groups to work together with a visual artist to manipulate space, impact on both children’s approach to learning?

The school has identified that some children have a very confident and active approach to learning others are less confident and motivated. The project aimed to explore how opportunities can be provided for all pupils to become more confident learners.

Gillian started the project by creating an installation in an underused outdoor space in the school grounds.

12 children from across the year groups, working in pairs, were selected to work with her and Helen, a reception teacher. They responded to the installation and tranformed it into a maze. They then created further temporary installations on the school field.

The children documented their work through drawing in sketchbooks and their comments were scribed by Helen.

After a review and planning session to which the children's parents also participated the children reprised the maze with a sensory centre for the annual school arts picnic to share with the whole school community.

Evidence using the Ferre Laevers scale of pupil involvement indicated in four of the pupils identified as more passive a rise in their well - being and engagement within their classroom.  Statements from teachers supported this alongside pupils’ own comments documented by the lead teacher.  However all pupils developed a high level of engagement and “flow” over their time working outside with the practitioner. In two instances this has not yet transferred to the classroom.

One child has moved from the lower level of involvement to the highest. He identifies this himself stating:  “I have got lots of ideas, you know”. Parents have noted a positive change in their child’s well-being, confidence and engagement.  One parent said: ‘you made her feel grown up, responsible and proud enough to put her ideas forward’.

Initial findings and interpretation of the data collected would suggest that the transfer of new learning and attitudes from the project “space” to the classroom “space” was significantly different for individual pupils and this would be an area for further exploration for the school. 

All images © Gillian Brent