Category Archives: Inspiration

Facebook and mobile phones taking students in new directions

Developing facebook profiles to explore the historical characters selected for the performance

When Prior Pursglove College, Guisborough came into the Creative Partnerships programme in the hope of support for students developing a performance for the College’s 450th anniversary celebration they can be forgiven for not imaging that it would lead to facebook profiling and actors on stage receiving instructions via mobile phone to determine their next actions thanks to an audience empowered by interactive tablet computer technology.

A great blog post of the project, written by Adrian Riley of Electric Angel – the artist brought in to work with students, can be found here.

Audience members made selections which activated mobile phone messages to actors on stage giving them performance instructions

The idea for the project came from looking at how additional funding could bring significant challenge and new practice to the performing arts department who were keen to work with arts professionals from beyond the world of theatre. The notion of pervasive games I introduced was new to staff and pupils, and we felt it could make links beyond what others expected of a celebratory piece of outdoor theatre, offering pupils a highly contemporary starting point to look back through history. The brief we circulated among potential arts partners was more specific than is often the case, and students were delighted with the proposal offered by Adrian Riley, which suggested some starting points for exploration but kept the project very pupil led.

Pupils had never developed a piece of theatre like this, and it was far from a comfortable experience as they learnt about the unpredictability of audience led interactive work. They gained confidence but did decide to scale down some of the possibilities to help limit their nervousness. About half of the students cited the research period as a highlight – a surprise to them, with one realising that she could bring her joint passions for history and theatre together in a fantastically engaging way. Another pupil talked of how she “had done more work for this project than the rest of the course put together, because it depended on us – if we didn’t make it it wouldn’t happen. No-one was going to do it for us, and there was no script to just perform. It was really down to us – Adrian gave us great inspiration, showed us some amazing things but he expected us to use that and do something with it. He isn’t from theatre, he was clear about that, he didn’t know about making performances – that was our job.”

Students presented the work twice during the College celebrations, in their words “it was more like something you’d get in London – things like that don’t happen in Guisborough.”

Staff are keen to replicate some of the approaches Adrian introduced and have already developed a range of possibilities for how facebook can be used across their curriculum. Lead teacher on the project Laura Hawley feels “students will carry this experience forward with them probably more than all the other work they have done. It was more experimental and something that they will deepen their understanding of over their next few years at University. When they look back they will be even more impressed with what they achieved.”

We’d all like to hear about any other examples of work like this – do let us know if you have dabbled with technology in similar ways.

Y5/6 using geocaches, google maps and QR codes to tell their story

http://www.thorntopedia.co.uk - one of a number of individually designed geo-cache treasure boxes hidden around the trail, created by pupils.

“Y5/6 have been transformed in how they work together and they have managed to change their attitude towards their own learning and the different styles they can use in order to achieve this.”

Deputy Head, Thornton Dale Primary School.

When the pupils of Y5/6 interviewed four candidates to work with them it was Invisible Flock, and interactive trio of artists based in Leeds that they wanted to work with. Artists had responded to a very open call for practitioners who could assist the pupils in learning out more about their area through an enquiry based approach. With over 40 applications the pupils had a lot of choice, from animators to storytellers, from dancers to writers, from musicians to actors – but at the end of the project were still absolutely sure they selected well.

Invisible Flock appealed to pupils partly because of their immediacy of engagement; they spent the whole of their interview time with pupils in the school grounds – encouraging pupils in making a secret trail which their friends could try and work out at playtime. But also the quality of the idea they offered – that they could assist the pupils in them developing a mystery trail across the whole village that could draw on factual knowledge but be enhanced by fictional content, that could involve people finding out about it on the computer and bring them to North Yorkshire to try to follow it. They were very clear that the pupils would lead this, that they would need to come up with ideas and ways to make it work. For the school this was a great fit to the enquiry based learning model that they sought to embed in school.

Together the artists and pupils created an interactive story trail around Thornton le Dale which follows clues hidden in hand made treasure boxes and backed up with online access through the projects own web-site and geocashing sites. On completion of the trail the final code discovered allows access, through the website, to a print out of the full story written by pupils. The trail stop off at key areas, where the treasure boxes are hidden and must be sought out in order for the participants to continue on the adventure. These boxes each hold small tasks and puzzles that need solving, send them to other places on the map, and ask them to annotate and alter their maps as they interact with the geography of their surroundings in a brand new way.

Pupils developed over a number of weeks an extended story, full of characters and plots that took you on a circuit of the area, introducing intrigue and mystery along the way. Key spots had been determined on a class tour of the village, and some characters built from church and graveyard inscriptions backed up with classroom research and plenty of  fictional spice.

Pupils took turns capturing the story being developed aurally as text

Some pupils recount: “Making the story up was really hard. Our group decided we had to involve all the class, so there were quite of lot of agreements and disagreements.” “We made up all of the story, we mostly did it as a big table, we haven’t done it like that before. It is easier to make it up together – because there are different ideas, not just yours” “We took some votes to help make decisions, like the title – the people who lost just got on with it really, they didn’t make a huge fuss or anything. That was good.”

They felt what made it easier was… “imagination” “Everyone’s ideas helped, someone would say something and then all of a sudden you would get an idea like theirs but a bit different. Although sometimes you’d say ‘how is that going to work?.’” Others added “I was surprised that most people’s ideas could get in. When you think about it there are 29 of us in the class, and there are 8 characters in it – but that is everybody’s ideas” “We wound up at the end of one day with 2 whole big boards just full of ideas. We were working quite hard really. It didn’t really feel like work – it felt enjoyable.”

Building up a google map on the website

A pupil spoke of his “Disbelief sometimes, about what we were doing. The first week or two weeks we’d had fun but we weren’t very far on, we had loads of stuff to do, we were ‘we’re not going to finish this’, we had a lot to do.” “We only started to create the boxes on the second to last week.” “Everyone worked hard at the end – all you could see was everyone was getting their head down and doing, people were walking about getting stuff straight away, back down on with it. Before that it was a bit more casual. We had to finish it.”

Pupils were aware that their two class teachers had taken on a different role, describing that “they wandered around watching what people were doing and stuff, and giving ideas” realising that the teachers were supporting rather than leading. One boy added “Because it was quite busy they were kind of like kit managers – making sure we had what we needed.”

Staff were of course taking notice of pupils response.”They took responsibility for their own learning because it was their product. It wasn’t a stuffy map – it was state of the art, cutting edge practice they were doing. It was relevant to them. It captured their interest from the start.  But the pupils had to be creative with the story they created – they had to have the basics behind it, they had to have the skills to make the boxes – it was a great blend of technology, traditional arts and crafts and creative writing – it had to be all of those to make it work. It wasn’t about just being behind the computers.”

“It was research for a reason, they were ‘we have got a map and we are putting things on the map’, so they had to transfer over the results of the research so it was there on the map and people could click on it. It wasn’t theoretical and this meant pupils wanted to be thorough in the way they approached it. They were coming up with ideas and generating solutions – all the time. The amount of discussion they had with the artists was impressive, who listened to their ideas constantly. Even the daftest of ideas were in there – Invisible Flock were very good at including everything the children said, if they wanted a troll under the bridge they had a troll under the bridge. They saw how this could all be made to work – they were challenged to find ways to make it all work”

Checking the QR code in a treasure box lid

Staff saw a considerable level of cross transference of skills, from geography and history work previously completed (such as use of mapping and historical study of the local area) to home based computer knowledge feeding into to the classroom (such as annotating google maps). The project introduced pupils to new materials and approaches – from QR codes and scanning and manipulating of images  to varnishing wood, engraving metal, wood and plastic. Developing a story as a group created a very explicit experience of how it could be built – as everyone pitched in and negotiated and accepted or challenged each others ideas. They had to find congruence between suggestions to maintain the integrity of the story – and always think of the external reader, how to engage and surprise them.

Pupils value that others will experience the results of the project, that their work was an appropriate standard to place in the public realm “it is exciting that people outside will find out about the story – they can find out what happens as usual but they might have a race if they do it with friends, see who does it best” “I will do it with my mum and dad but won’t tell them the answers, see if they can work it out.” “We have put a geo-cache in Wardle’s [newsagents] shop window, they let us because we have done this really good treasure trail thing.”

Pupils’ biggest surprise was that they actually did the project “At the start of it I didn’t think we were going to do, it was just an idea that was out of this world. Sometimes you plan things and they don’t happen – but sometimes they do like in this case. It is better than I ever thought it was going to be.”

As a Creative Partnerships Creative Agent my role in this work was to work with the school to develop creative ideas in response to key learning targets within the school development plan. This included linking them with appropriate artists to support them. I assisted everyone through the delivery as well as gathering documentation and evaluation along the way. The school really appreciated the child led approach  I encouraged in this role, right from the early ideas generation and selection of artists to the final reflection processes.

Do let us know if you follow the trail…..

A hint - don't tell anyone

And another ‘thing’

The Generator

Remember that ‘thing’ that Kirkbymoorside Primary School are looking to create? Well I received an e-mail from Rhiannon Ellis at the Theatre Royal in Wakefield last week that began:

“I recently saw that you were interested in a ‘thing’ to explore science and wanted to let you know that we potentially have a ‘thing’ to give away!”

You see – the ‘thing’ word is catching on just as I wanted!!

Rhiannon explains:  “Over the last six months we have been touring round festivals and so on and  so forth with a specially architecturally designed ‘Cultural Generator!’ (which is kind of like a magical shed!). We have done this in conjunction with various cultural organizations in Wakefield but as we have reached the end of the project  the Generator is about to be installed in an exhibition at the Beam Gallery and we are discussing its life beyond the exhibition. It struck me that perhaps it could play a part in your future project?”

What a fantastic offer.

Why not pop along to see it, and let us know what you think. Or if you can’t make it to the exhibition there is a fun film of it being constructed here. (yep still not quite worked out the inserting video into a post bit – next lesson I think!!!)

Delightful learning

I confess I got a bit distracted today. I was researching contemporary composers for brass instruments  (more of that later, I’m meeting with five schools on Friday who are going to be developing learning programmes with Brass – an international festival in Durham) and through a series of click, click, clicks ended up off one of those tangents which took me to to a post on Richard Millwood’s blog (which is full of all sorts of interesting things).

Richard writes: Ever since reading about John Heron’s ‘up-hierarchy’ of delight, with his wonderfully expressive language, I have been enjoying adding new elements (although disregarding for now their connection, except as a list). I have made a poster of them …….

Richard Millwood's Analysis of Delight.

The idea is that they are a source of explanation and stimulus for designing delight into teaching & learning.

Why do we like playing games on the computer? – perhaps because high quality and visually seductive graphics offer ‘appreciation’ and the many choices and their consequences feed ‘zest’.

Why do we like learning together? – perhaps because we get ‘conviviality’, ‘recognition’ and ‘controversy’.

Why do we persist when learning is tough? – perhaps because there is ‘interest’, ‘recognition’ and ‘resolution.

Is this all too obvious? Or do you, like me, want to put this poster on your wall to keep it fresh in your mind?

Yes Richard – I want this on the wall and the covers of those planning files I take out with me…… Thinking of developing delightful projects Makes Me Excited….. Thank-you!