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Cry Freedom: Autonomous Opportunities for Personalised Engagement (By Paula Jackson)

  1. Cry Freedom: Autonomous Opportunities for Personalised Engagement Paula Jackson
  2. 5 minute task • Considering the senses….’But a whiff of perfume, or even the slightest odour can create an entire environment in the world of the imagination’ (Bachelard) • Why develop children’s brains at the expense of the rest of their bodies – with the body being given a passive role in the learning environment? • Present a version of the poem with an emphasis on one of your senses
  3. URBAN AIR On the in-breath it’s made of gutter soup and small change gone particulate and burnt offerings. On the out-breath: leftovers from above and body heat, and body moisture, even scraps of body, outside itself at last, cells set free and on fire. Jo Shapcott
  4. The Creative Environmental Space • What spaces engender or inhibit creativity? • What is the nature of the architecture of a creative space? • What will the creative spaces of the future look like?
  5. Schools without walls
  6. Vittra symbol Laboratory Mission Control Moon Surface The Cave Planet x Laboratory Mission Control occurs through interaction with the environment Piaget: human development Moon Surface The Cave Planet PGCE trainee teachers as co-researchers Working to their strengths
  7. Learning SPACES ● 5 zones – importance of choice ● Allowing children the space to be children – move freely ● Children constructing their own meaning within the space – creating their own environments… ● Giving meaning to a space ● Transform environments of learning into interactive and immersive creative spaces
  8. Freedom & opportunity • Children given freedom to interact with the creative space. • Children offered opportunities to reflect on their experience by taking & looking at films of themselves ‘in process’. • Importance of process • Importance of play - using a mix of traditional ‘play’ materials (card, paper, sticky tape) and new technologies (audio recorders, video, cameras, animation • Freedom to adapt and personalize their learning environment
  9. curiosity • Central goal of education should focus on learning how to think and how to be curious • Curiosity and creativity should be celebrated • Inter-disciplinary learning and play are intertwined
  10. The Thinking environment • Freedom to choose • Opportunities for play - for self-directed, autonomous and collaborative play • Opportunities for open ended approaches • Opportunities to think • Opportunities to concentrate on process rather than outcome
  11. Transformation: NEW RESPONSES… exploring BOUNDARIES… At the heart of Transformation is the exploration of a very specific artistic idea: how does art – be that sculpture, poetry, or the blurred boundaries in between – transform experience and convey the joy of a single moment?
  12. Timeline of transformation
  13. Transformation residencies • Transforming the creative environment • Studio as nexus of collaborative research • 6 artists, 2 weeks, 1 room • No output expectations, freedom to think, create, perform, research, explore, gather material, share • e-learning tools provide wider context – website, blog, Flickr, Twitter etc • STUDIO = CLASSROOM?
  14. The Poetics of Space Gaston Bachelard • We inhabit space physically, but we also construct and respond to imaginary, remembered, dreamt and collective unconscious spaces • Classrooms can be reimagined by children • Virtual learning walls, virtual pinboards, discussion groups, photo streams etc extend the space • ‘The world is large, but in us it is deep as the sea’ R M Rilke • ‘Space has always reduced me to silence’ Jules Valles L’enfant
  15. Modelling Transformative Change • As an interdisciplinary artist my interest is in creative play, collaboration, research, and the importance of processes - whether analogue or digital • This approach is a potential model for open-minded thinking in education – encouraging collaborative, autonomous and immersive personalised learning, thinking and doing
  16. Invitation • Transformation Exhibition 10 November 2012 – 22 December 2012 The New School House Gallery Peasholme Green York YO1 7PW United Kingdom