This week we were tackling controversial issues in drama through the use of different conventions such as: Mime, Monologue, slow motion and voices in the head. As well as, in art, we enhanced different ways to make our lessons more unconventional through inventing our own paintbrushes.
Art should be a subject providing each individual with freedom. This will enable them to achieve unique destinations within their work. In todays lecture, we were introduced to ‘Room 13’- an abandoned room in a primary school- transformed into an art studio located within Caol Primary School. Where this specific form of art exists, there is a sense of independence in their learning and enquiry based pedagogies can thrive. (Adam et Al,2008.) The room is divided into three spaces (The office/ main space and cleaning area.) The pupils are assigned responsibilities in each designated space. In order to, distinguish roles and keep the room in order it is so important everyone follows instructions carefully. Working alongside the pupils in the art studio is an experienced artist who instigates a lot of ideas for the projects. It is a well established room within the local area. Therefore, funds are vital to support this, which are raised from selling photographs to the public of the artwork produced in the studio. Initially, it was perceived to be a radical idea for many-however- further research encouraged people to adopt this excellent idea. It was such a huge success, hence why it has now been developed globally for primary school pupils (Gibb, 2012.) Emphasising the importance of permitting freedom within the classroom- as practitioners- allowing children to formulate their own ideas of what it entails to be ‘successful’.
In todays lesson, we sourced raw materials to invent our own tools for producing art. There was no set outcome of what the paintbrush had to look like. Personally, this sounded very appealing to me as I like to be unique and not follow the crowd. My outlook on this task was very contrasting in comparison to majority of the co-hort.
Unintentionally, my so called: ‘paintbrush,’ could of been mistaken for a wand. However- it still managed to complete the job. Reassuring me how boring the world would be if we had no originality.
We created paintings with our paintbrushes based upon a short description of the Highlands. Considering the tool used, I think mine was a good attempt. Encompassing a varied system of colours to stimulate different ideas as to what it could be.
No teacher should expect every child to produce the same standard of work in art. Different pathways can still lead to successful destinations. Therefore, in the modern classroom, we must remain realistic when creating activities as every learner has different needs ( Csikszentmihalyi, 1996.) Some schools are very limited for resources- therefore- in certain situations, we have to make do with what’s available. I will definitely use this activity with my own class as it conveys how anything is possible with just a few materials (sticks and string.)
Our last workshop in drama consisted of us developing dramas based upon posters of those affected by historic events such as the Holocaust. Incorporating the use of mime and monologue conveyed a very poignant message. The use of mime was very appropriate as it is a drama presented without the use of speech. All jews had their right to freedom of speech removed through inhumane Nazi policies that ruled their country. This is an excellent form of teaching children social subjects while incorporating other curricular subjects. We must remain sensitive when teaching subjects such as this one, hence the importance of drama to express serious matters in an empathetic, interactive form.
References:
Csikszentmihalyi, M. (1996 ) Creativity: Flow and the psychology of discovery and invention [online] available: https://moodle.uws.ac.uk/pluginfile.php/36806/mod_resource/content/1/creativity-by-mihaly-csikszentmihalyi.pdf [Accessed: 26 October, 2019]
Gibb, C. (2012) Room 13: The movement and International Network [online] available: https://moodle.uws.ac.uk/pluginfile.php/36834/mod_resource/content/3/Room%2013-%20Claire%20Gibb.pdf [ Accessed 26 October, 2019]
