Artist: Helen Barry, School: Muslim N.S.
For a class of doers and makers we spend quite a lot of time talking! The conversation goes back and forth, we ask for clarification of ideas and we pay great attention to language. We are beginning to know how the politicians in Lenister House must feel. Negotiation are ongoing and every now and then we have to pause for breath and re-visit our priorities and plans. It is interesting to note that as our own Government future is unclear the children are more aware of politics than ever before. Unknowingly perhaps this uncertainty will reveal a political change and not one that is being lead by the politicians but by the voters of the future.
What the children learn and what they experience necessitates regular changes. I believe that it is crucial that the process is reflective of the children’s cognitive and aesthetic development. This I also find fascinating, the speed in which they change, at times it is hard to keep a creative pace parallel to their development. It is challenging but possibly what I also find most inspiring. These observations I will take back to the studio and see how they reveal themselves in my creative output.
The children had continued to work on ideas of buildings and resources they would need for their city/community. This the children did through drawings both in the class with their teacher Ms Donaghey and at home. It is clear that 1916 is very much in their immediate thinking. It seems to be embedded through all strands of the school curriculum and has proven to be a good methodology for learning.
This week we were based in the classroom hence the children were desk based, diligently continuing to create images and words that represent what out city requires. As we work it seems that our piece of work expands though it is becoming easier to identify what it is we are trying to say and how best we can communicate this not only to each other but also to the viewer. Mohammad one of the children who is a deep thinker had worked on an in-depth maze structure that had come from an idea suggested by one of the other children in a previous session. He had worked out the riddles, challenges, obstacles and a lot more of a maze that offered many levels. He proposed his idea to the class going through each area of his drawing. The other children ‘listened’ very carefully to him. The idea of the maze I shall explore further.