‘Encouraging learners to take risks in their art practice, by implication, suggests that teachers themselves are also taking risks in that they have to be able to ‘let things happen’; they have to be able to facilitate learning pathways without a clear sense of outcome’ Atkinson(2011, p.6)

Just such an occasion arose during one of my Visual Literacy sessions where a planned activity to respond to the work of a particular pupil and create a story around the main character was planned. Another pupil suggested video recording the session and produced a webcam from her bag, jumped up onto the desk and started to film the session, with the permission of the others involved. Each pupil became engaged in dialogue around the table and contributed both in visual and verbal form, constructing a narrative around a central image produced by a student. Paul (1995) states that, ‘Students learn best in dialogical situations, in circumstances in which they continually express their views to others and try to fit other’s views into their own’. ( Appendix B, pp. 521-552)

The session was then edited, sound added and uploaded onto Youtube under the following link,’ Art Club Sinead McCool’. There was a real dynamics within the group, a sharing of ideas, dreams, creative thoughts; we became a ‘critical society’ (ibid). My position was one of neutrality, reciprocity and I felt that I had taken a huge step back and facilitated this leap into a new unpredictable space. This was ‘real learning’ as described by Dewey (2001) within Atkinson (2011, p.6). The same pupil creates page upon page of illustrative work within her school planner, each page telling a different story. These are included above and are remarkable pieces of artwork. Somewhat transient in nature, as the school planner is being used for a purpose other than it was intended and contain images and language some may find inappropriate but to intervene would be to stifle creativity and individuality.

Atkinson, D. (2011) Pedagogies Against The State. Initial thoughts about Learning Chapter 1. In Art, Equality and Learning: Pedagogies Against the State. Rotterdam, Sense Publishers

Paul, R. (1995). Critical Thinking: How to Prepare Students for a Rapidly Changing World. Dillon Beach, CA: Foundation for Critical Thinking, (Appendix B, pp. 521-552.}