How Do We Scaffold Creative Projects? AccessArt advocates using creative projects to help give focus to an exploration of new materials, techniques, and concepts. You can find out more about what we mean by a journeyful approach here, but in this post we will think a little more about how we can use scaffolding to support and expand the projects in the AccessArt Exemplar Plan. Think of children enabled to discover their own pathway via a meandering walk through the woods, noticing things along the way, with room for personal diversions and sharing amongst the group, rather than a direct and swift bus ride from A to B.
It also means making time for fallow time, or for things to go wrong, – essential parts of the creative process – so that we can enable children to take creative risks. Being journeyful means finding time for serendipity, accident, and personal discovery within a thoughtful structure. the project)! Taking or enabling a journeyful approach means creating space around and within a project to encourage learners to think around the subject area. What exactly you are making time for will be revealed along the way – and will probably be as important, if not more important, than the thing you thought you were doing (i.e. Both these elements also involve a slowing down – a making time for.
In addition, it will ensure that the knowledge is acquired through experience, ensuring the learning is owned by the pupils. Scaffolding all visual arts activities with drawing and sketchbook skills.īoth these pedagogical elements will help teachers provide a rich and relevant creative experience in which all kinds of skills are developed.Encouraging learners and teachers to take a Journeyful Approach.So what is this space filled with? There are two important elements within the AccessArt approach. In fact, the space created around ALL projects recommended in the plan is as important as the projects themselves. This means that especially in KS1, at first glance it might appear that the activities included in the plan won’t cover a whole half term or term’s worth of art lessons. Because every school is different in the amount of time and resources it can commit to art, we have tried to make the Exemplar Plan as flexible as possible, which means we haven’t overloaded the number of projects within each half term, so that schools who are less experienced or who have less resource available don’t feel overwhelmed and excluded. To accompany the Exemplar Plan, we have also a Progression Plan which demonstrates how taken as a whole, you can be sure to build a really rich and exciting creative curriculum, project by project. Image: Jan Miller The AccessArt Exemplar Plan suggests projects you might like to try with pupils in primary school. By Scaffolding Projects with Sketchbooks and Drawing Activities… How do we Balance Ongoing Skill Development with the Novelty of Fresh Projects? A.