Tuesday, 28 April 2009

The Happy Accident

Lewis Hyde's brilliant study of various Trickster myths is subtitled "How Disruptive Imagination Makes Culture". The Trickster enjoys happy accidents. Hyde compares the Trickster attitude that he observes in the ancient Greek god Hermes and the Yoruba character Eshu to various modern artists like Picasso. Accepting good fortune and recognizing the unexpected gift is essential to creative imagination, he argues. "The agile mind is pleased to find what it was not looking for."

He quotes Picasso as having said, "In my opinion to search means nothing in painting. To find is the thing."

How do we help to create learning experiences that facilitate discovery and embrace chance? To paraphrase Milan Kundera. Repetition is mute but chance talks to us.

Monday, 27 April 2009

T-Shirt Competition

I think we should bestow members of the Creative Tallis team with a suitably inspiring and immediately identifiable fashion accessory so I propose that we design our own t-shirts. Obviously we need a witty slogan for the front so let's get our thinking caps on. The winner will have the joy of his/her words appearing on the shirts and may even receive a free one to wear with pride at the next non uniform day.

Suggestions on a postcard please to the usual address...

Sunday, 26 April 2009

Recommendations


On Tuesday the 5th May I am hoping that we will have an opportunity to meet the Leadership Team and make a brief presentation about our activities so far this year. How do you think we should approach this? It may be our only chance this academic year to enlist the support of senior managers in helping us promote our understanding of creative learning across the whole school so I think we need a really good plan of action.

Here are a couple of ideas:
1. Describe briefly what we've been doing and how we've been doing it using the blog as a reference point (Keynote presentation?)
2. Present our Manifesto for a Creative Tallis both on paper and in the form of a
video
3. Present a list of recommendations for action on whole school policies

E.g.
Classroom observations should include comments on creative learning
opportunities
Student representatives should be included on all interviewing panels
Students and teachers should have the opportunity to swap skills on a regular basis
Can you think of anything else we should do? Are you all able to make it to this meeting? Perhaps we can talk about some of these issues when we meet on Friday.

Friday, 24 April 2009

Home is where the art is


This afternoon I spoke to a former Tallis student, Kat Joyce, about two exciting projects. I taught Kat when she was in Year 8 (I think that was 1991) and she was later in my sixth form tutor group. She has since gone on to bigger and better things, working in the performing arts as a writer/director. The first project is called Home. This is how it's described on the website:

Whether home is a mansion, a shack, or a tent, we all strive to protect the place of safety that we’ve created. Is home a place, a language, a network of people, or a four-walled structure? How fragile is the membrane between home and the rest of the world? We wanted to challenge ourselves to create a show which did not rely on a traditional theatre building – which has its suitcase packed and is ready to be performed anywhere. A homeless piece of theatre that can happen in tents, car parks and in woods, in fact anywhere. The concept for the show sprung from a desire to challenge and stretch the ensemble’s ability to react honestly and freshly to each new performance, making each show real and live. Home is a nomadic performance which we are continuing to devise and test in many different spaces – inside and outside, in the woods, in underground tunnels, in nightclubs and at festivals, for audiences of many and audiences of one. We are still finding out what Home might become, but we are excited by the idea that, rather than making a show which has a finished, fixed form, we could create a show which is like a resourceful camper, with the outfit and gadgets to adapt to each new circumstance, which is formed afresh each time from an expanding repertoire of work, responding live to each new temporary home.
The film above is a document of a previous residency carried out by Tangled Feet at a school in St. Albans. I like the way the performance uses different spaces around the school, takes people by surprise and asks some challenging questions about the idea of home. It occurred to me that the project echoed many of our thoughts about the nature of creativity (risk, challenge, imagination, collaboration, exploration etc.) and the ideas we have shared about a site specific event at Tallis. One of the key issues we face, of course, is our own change of home as we move to a new school. This mirrors the creation of new residential homes to replace the existing Ferrier Estate just on our doorstep.

Kat is also working on a project called 1 Mile Away in collaboration with Nathan Curry. It is a new play about a one-mile-radius area of London. From Parliament to Elephant, Vauxhall Farm to Lower Marsh, Kat and Nathan are collaborating with many local people to build a literary picture of the many narratives in this complex area. Kat will be weaving all the ideas into a new play, which will be performed by a professional cast in the summer. I really liked the idea of a community generated story, the strands of which are collected using social networking tools.

Again, I thought it would be great to chat to Kat about the possibility that we could collaborate with her on our event, perhaps incorporating elements of both Home and 1 Mile Away. As a result, I have asked Kat to come in to talk to us next Friday after school. I think this will help to put some meat on the bones of our emerging ideas. Come prepared to explain to her what we've been doing and ask her questions about both of these exciting projects. I look forward to seeing you all then.

Thursday, 23 April 2009

The Art of Listening

I met John Riches, our Creative Agent, very briefly this afternoon for a chat about our progress as a School of Creativity. We had a very productive talk, mostly about what we might hope to achieve by the end of this academic year and what our ambitions for next year might be. I think we are both now in agreement that the work this summer, that will contribute to you all hopefully achieving an Arts Mark Silver Award, might be better conceived as a series of smaller events/happenings/interventions rather than one huge one. Here are some ideas for you to mull over before next Tuesday's meeting:
  • I am hoping to talk to an ex student who is now a playwright and theatre director about the possibility of Tallis hosting a performance of a new improvised piece called "Home" by the company Tangled Feet.
  • We could commission a range of artists to respond to the school environment using a variety of strategies (sound, illustration, graffiti etc.) so that work is installed at the weekend and we return to unexplained and surprising spaces on Monday morning
  • We could commission the Sixth Form Guerilla Art squad under the direction of our artist in residence Michael Shaw, to complete a series of interventions in the spaces of the current building. They have already developed some work along these lines and I can ask Mike (who is a very respected sound artist in his own right) to tell us more about what they've been doing at a future meeting.
  • We could work with a photographer to create unusual photographic representations of the building
  • We could present our manifesto for a Creative Tallis to parents at a special event and ask parents to volunteer their talents in future school projects
  • We could attend a future Leadership Team meeting to present what we've been up to and make recommendations about the support we need from the school to move the creativity agenda forward
I realise that these ideas don't really fully capture the more ambitious ideas about transforming the school into a kind of game experience. I wonder if we might need a bit more time to make this work effectively? I would appreciate your thoughts about this. I suggested to John that we could use some time in the summer holidays to work more intensively with various practitioners to plan this project (a kind of creativity summer school). We could then hope to stage this event in the Autumn Term.

Finally, I would like to draw your intention to The Experiment. It is a podcast created by Kevin Quigley for The Institute of Contemporary Arts. It's a bit bonkers but, if you like strange music and abstract soundscapes, yu'll love this. I particularly like the episode entitled "The Art of Listening Part 1". Check it out!

Sorry, No Java is installed!

I hope that I am making a valid point here ?

As the group who is promoting creativity in Tallis and promoting amazing websites etc, I think that we need to look into why the school does not seem to have Flash, Java and other players installed on the network? Does the group think that this is something which we should try and promote to get installed onto the network... so that the web 2.0 applications will run in school?

Also has anyone looked into Microsoft's Silverlight? I use this quite a bit because Microsoft offer a superb online storage system which allows you to use remote desktop too! (Macs work on this too I believe) It's called Live Mesh https://www.mesh.com/Welcome/default.aspx and all you need is a Windows Live ID (MSN Log in)

So what do people think?

Tuesday, 21 April 2009

Mindmap Part 2

The meeting began to notice that some elements of the mindmap that made for effective and interesting links. Lots of people were really interested in the idea of mapping and that then drew us into the idea of exploration, pathways and quests and game play. It seemed that these ideas were really interlinked.

We then had a discussion of outcomes. Tom said there seemed to be a real move to make outcomes explicit in lessons and wondered if that might restrict opportunities for exploration. This then led to the idea of an experience where visitors would walk away with very different personal experiences and outcomes. There was a real interest in the idea of navigation and pathways - the idea that students wanted more opportunities to make choices and travel their own creative journey. There was a desire for people to experience the exhilaration, frustration, uncertainty and excitement of beginning something without being certain of its outcome - an experience that alerted and challenged visitors to think about the impact of creativity on learning.

Monday, 20 April 2009

5x5x5=creativity

I've been reading a Futurelab document entitled Curriculum and Teaching Innovation which makes reference to an organisation called 5x5x5=creativity. Based on an early years model of student centred education, the project's philosophy and aims (listed below) are clearly related to our own and those of Creative Partnerships generally. Much of this thinking is also reflected in Futurelab's own alternative to the national curriculum which they call Enquiring Minds. I wonder if we could learn anything from their research so far? How easily might some of these principles and working practices translate into a secondary school setting?

5x5x5 aims to:
  • demonstrate ways in which creativity can be fostered in young children and fire their interest in learning
  • influence educational practice by establishing creativity as an essential foundation of learning
  • produce research to demonstrate the value of creative enquiry, relationships and environments in helping children develop as confident, creative thinkers
  • share the research findings as widely as possible, creating a legacy for the future
  • provide integrated training and mentoring for participating teachers, artists and cultural settings

5x5x5 philosophy

The project is inspired by the creative educational approach of early years settings in Reggio Emilia. This internationally celebrated approach pioneered a collaborative way of working with young children that allows them to express their ideas in many creative ways, ‘in 100 languages'.

The key philosophical principles of 5x5x5:

  • children are seen as innate and creative knowledge builders, explorers and co-constructors of their learning
  • educators and artists are enablers and companions in the children's learning within a culture of listening
  • learning is focussed on the process of the children's explorations, not the end product
  • documenting children's learning journeys is our method for evaluating and reflecting upon the children's thinking and learning
  • the development of a creative learning community of teachers, artists, co-workers in cultural centres, parents and children
  • involving family and community in life-long learning

'Children need the freedom to appreciate the infinite resources of their hands, their eyes and their ears, the resources of forms, materials sounds and colours. They need the freedom to realise how reason, thought and imagination can create continuous interweaving of things, and can move and shake the world.'

Loris Malaguzzi, founder of the Reggio Emilia preschools

http://zerosei.comune.re.it/inter/reggiochildren.htm

Sunday, 19 April 2009

Dipity Timelines

Dipity is a cool online service that allows you to create a timeline. This can be automated using a variety of feeds (e.g. blogs, Twitter, Flickr etc) or you can add information manually. I've set up a Creative Tallis Dipity account. Here are the details:

Username: creativetallis
Password: kidbrooke

At the moment the information is popultade via feeds from this blog, our Twitter page and our new Flickr site. If you'd like to post to the Flickr site, the login details are as above. I've only had a quick play with Dipity but I can see lots of useful applications. Each manual post can have several sources of information associated with it - video links, pictures, text and, crucially, a date or period of time. I am currently attempting to create a blog so that students who wish to study for an A level in History of Art can do so via the internet without having to attend any formal lessons. I will be using Dipity to keep track of the learning and post useful resources.

What uses can you think of for this tool?

Felix's School of Rock

Over the second week of half term I was working for Felix School of Rock which is a week course where kids can go and join with some other kids to form a band and they learn 3 or 4 songs to perform in a gig at the end of the week, which I think is a wicked idea. Anyway I was working there as an assistant so basically I had to help teach some stuff a bit and set up the rooms for the bands and I had to set up the stage for the gig. When I got there Felix said I would have to play for a band because they didn't have a Drummer which was wicked! Seriously I had so much fun and I got to play at the gig and do the Drumageddon which is where each drummer comes up on stage and does a 1 minute drum solo (I was the best of course!) Check out my my Drum Solo in the video at the bottom of the post. Check out my behind the scenes photos on Flickr. This doesn't have much relevance to what we were talking about but I just wanted to tell you what I got up to during the holidays. What about you?



Saturday, 18 April 2009

Cyber-Realism

James Harkin has written a great piece in this month's Observer Film supplement about how our appetite for non-linear stories has been shaped, in part, by the internet. You can find the full article here. What follows is an edited extract:

In her speech accepting the Nobel Prize for literature in December 2007, for example, Doris Lessing delivered a sermon warning against the dangers of spending too much time on the net. What we urgently need, she argued, was a new appreciation of the ancient art of storytelling, which was, under the weight of all this new technology, in danger of being forgotten. "The storyteller," she insisted, "is deep inside every one of us... It is the storyteller, the dream-maker, the myth-maker, that is our phoenix, that represents us at our best - and at our most creative."

Lessing was right about the power of storytelling... Stories are everywhere, and the reason they are so popular is that they offer us meaning and a way of making sense of the world and our place in it. For as long as we humans have existed, stories have entertained us and helped us hand down knowledge and lore from generation to generation; they are so fundamental to us that they must somehow be hard-wired into our brains.

Isn't it possible, though, that Lessing was too pessimistic? Isn't it possible that the greater freedom for manoeuvre afforded us by electronic information is simply altering the kind of stories that we want to listen to? Might our cybernetic urge to forge our own path through electronic information, as the media guru Marshall McLuhan predicted in the 1960s, now be too restless to cope with the traditional one-thing-after-another plot lines that we're used to in mainstream culture? If stories are hard-wired into our brains, in other words, isn't it possible that the wiring is subtly changing?

The control of the book's author over how we read is not absolute; tire of a bad book and one can always turn its pages to find the sexy or interesting bits, like the owner of a video recorder pausing or fast-forwarding a dull film. Compared to the computer gamer or the internet user, however, the reader of a book has long been seen as passive and utterly at the mercy of the storyteller - he or she, after all, has precious little power over how the story is told. On the other hand, it's the humble reader who chooses how to interpret the work. Even in the most straightforward of novels, it's up to the reader to reassemble the component parts of the story in their minds and then scan it for meaning.

Those of us who have got used to doing things on screen, however, have a much more powerful way of taking the reins from an author or an authority. Armed with our computer mouse, what would have been a book appears to us as a stream of messages on a loop, a loop that usually encourages us to hop around nimbly from one place to another. What kind of stories do people brought up like this want to hear?

Look carefully at mainstream television and cinema: a new kind of storytelling that deliberately engages our restless, cybernetic imagination already exists. Stories like this seem to allow the audience to adjust and zigzag their way through the story - not by giving away some physical control of the narrative, like a computer game, but by adjusting themselves to a sensibility that will be familiar to anyone who has spent time sending out messages and batting back feedback on an electronic information loop.

These new stories are not structured in the traditional way - they are oblique and elusive enough to allow for a wide variety of interpretations, and broad enough to allow the reader more freedom of manoeuvre to follow their own path through the narrative. For the most part, the plots of these new stories emphasise chance, coincidence and random connections. They don't have an obvious beginning, middle and end; if they are thrown forward at all, it is by bad luck, freakish twists of fate, and the systematic inability of characters to take things into their hands and make sense of their own lives. Like all good stories, these new stories are invested with morals and meaning, but more often than not the meaning is that meaning itself is difficult to decipher. What is special about this new kind of storytelling in cinema and television is that it is becoming increasingly nonlinear.

Let's call it cyber-realism.

Friday, 17 April 2009

At Home in a High Rise

I promised to provide a few more details about Mark Cowper's photographs of Ethelburga Tower in Battersea currently on show at The Geffrye Museum so here's a link to the website. What I loved about the show was the consistent view of each room and the way the images were displayed firstly around the room, then as a grid of smaller images in the shape of a tower block then finally projected in a space the exact same size as the rooms photographed.

I think this kind of typological appraoch to documenting space and the impact that humans have on adapting their environment might make an excellent feature of our summer project. What if we attempted to photograph all the rooms in the school from a similar point of view and then displayed them in a variety of ways? Would we need the help of a professional photographer to do this effectively? Would it make an interesting document of the building? Would we include portraits of people in the shots or photograph the building empty?

On the subject of photographing buildings, here's another link to the work of a photographer in Birmingham who documented the Longbridge car factory after it had been abandoned. There is something really poignant about these images in my opinion. One of my uncles used to work in the factory and I suppose the images represent the loss, not just of a building, but of a whole culture in that part of the country. We should probably plan to photograph the empty Thomas Tallis before it is finally demolished.