Psycho-physical theatre practice as embodied learning for young people with learning disabilities

In a dominant Western tradition that reveres cerebral learning, embodied learning approaches have received limited research attention – and less in education than other disciplines. This paper draws on previously reported empirical data from a five-year Creative Partnerships study to argue that psycho-physical theatre practice can promote embodied cognition, has particular value for young people with learning disabilities in special schools and has potential for inclusive education in mainstream schools. The paper describes a psycho-physical actor training process developed with, and for, actors with learning disabilities. Its application within special educational contexts, which we call ‘mimetics’, has focused more keenly upon physicalised interaction as the core communication. In this form of communication, reading, interpreting and responding to the individuality of others happen through the development of non-verbal dialogue. This focus has illuminated the importance of an intuited or ‘felt’ understanding which is generated by and recognises such communications. In special education settings, being different is inherent, and physicalised interaction more routine, so ways of working different from the mainstream are required. The paper suggests that such settings are rich sites for research to develop, value and recognise the significance of embodied cognition and realise its potential for special and inclusive education

Evaluating ‘The Imagineerium’ : the Trowsdale Indices of Confidence in Competence, Creativity and Learning (TICCCL)

In order to evaluate the impact of The Imagineerium, an arts and engineering based curriculum project, a pilot sample of 135 year 5 (9- to 10-year-old) students completed a battery of tests both before and after participating in the 10-week programme. The battery of tests included three measures proposed by the Trowsdale Indices of Confidence in Competence, Creativity and Learning (TICCCL), together with the three indices proposed by the Junior Eysenck Personality Questionnaire Revised (abbreviated form), namely extraversion, neuroticism and psychoticism. In accordance with the hypothesised effect of the programme on student learning, the data demonstrated a significant increase in all three measures of confidence in competence, creativity and learning, but no change in the three control variables (extraversion, neuroticism, and psychoticism)

How a particular STEAM model is developing primary education: lessons from the Teach-Make project (England)

Purpose There is a lack of clarity about what constitutes Science, Technology, Engineering, Arts and Mathematics (STEAM) education and what the arts contribute. In this paper the authors discuss a distinct model, theorised from a five-year study of a particular, innovative STEAM education project (The Imagineerium), and developed by the researchers through working with primary school teachers in England within a second project (Teach-Make). The paper examines how teachers implemented this model, the Trowsdale art-making model for education (the TAME), and reflected on its value and positive impact on their planning and pedagogy. Design/methodology/approach The paper draws on two studies: firstly, a five-year, mixed methods, participative study of The Imagineerium and secondly a participative and collaborative qualitative study of Teach-Make. Findings Study of The Imagineerium showed strong positive educational outcomes for pupils and an appetite from teachers to translate the approach to the classroom. The Teach-Make project showed that with a clear curriculum model (the TAME) and professional development to improve teachers' planning and active pedagogical skills, they could design and deliver “imagineerium-like” schemes of work in their classrooms. Teachers reported a positive impact on both their own approach to supporting learning, as well as pupil progression and enjoyment. Originality/value The paper argues that the TAME, a consolidation of research evidence from The Imagineerium and developed through Teach-Make, offers both a distinctive and effective model for STEAM and broader education, one that is accessible to, valued by and manageable for teachers

The culture of disciplines: reconceptualising multi-subject curricula

The arts are recognised for their potential to humanise and enrich educational experience, but hold a lowly position in the hierarchy of school subject-based curricula. This limits the time, and thus the influence, they can have. Whilst schools welcome the idea of a curriculum rich with both arts and science subjects, resistance to realising this is often advanced in terms of the proportion of curriculum time required for different subjects. Arguments for STEAM education, whilst apparently challenging this and valuing the potential of the arts, have reinforced its servant role. Drawing on research into a particular project, where the perspectives of the arts and sciences inform and enrich how the other is experienced and understood, we reframe this problem. Firstly, drawing on Massey’s conception of space-time, we argue that one can conceive of more than one subject occupying the same curricular space on a school timetable. Secondly, informed by Geertz, we consider what the culture of the arts and the sciences offers, suggesting that this appears to reflect what teachers have valued. We argue that foregrounding the culture of school subjects, and particularly the culture of the arts, as part of a multicultural frame can facilitate rich and engaging educational experiences. Rather than being positioned as competing for time or status in the curriculum, a focus on culture emphasises how the co-existence and interplay of multiple subjects broadens, develops and thus enriches children’s educational experience. It also enables a different conception of, and thus role for, the arts in schooling

A new approach in the making: reinvigorating engineering education in UK schools

The value of Science, Technology, Engineering, Arts and Mathematics (STEAM) education, for STEM subjects and for developing the outcomes desired of a broader education, has seen significant interest in recent years. In the UK educational pathways into engineering are limited and engineering is rarely mentioned in the curriculum. Its closest partner, Design Technology, is typically under-resourced, especially in primary schools. However, the perceived value of STEAM in primary education has led to a range of different initiatives which have made this a fertile testbed for new approaches; approaches which will, over the coming decade, filter through all phases of education. Critically, STEAM has been identified, through its fusion with the arts, as fostering creative thinking in ways useful to STEM, particularly engineering. Additionally, it is argued that STEAM, if implemented early enough, can diversify the range of individuals considering careers in engineering. We draw on a five-year, primary education arts-engineering project which showed the efficacy of this inquiry-based STEAM approach in developing confident, creative learners, who felt they had agency in their learning, and a further two-year project working with teachers to design innovative art-engineering schemes of work following this model. The research explores the views of the engineers/designers, teachers, artists and pupils. The model developed from the research, the Trowsdale Art-Making Model for Education, has been tested by teachers as a practical approach to designing more embodied and inquiry-based curricula and pedagogies. The engineers identified this as critical in fostering children’s interest for and their ability in engineering

CAN MIMETICS, A THEATRE BASED PRACTICE, OPEN POSSIBILITIES FOR YOUNG PEOPLE WITH LEARNING DISABILITIES -A CAPABILITY APPROACH? МОЖЕТ ЛИ ПАНТОМИМА, ИСПОЛЬЗУЕМАЯ В ТЕАТРАЛЬНОЙ ПРАКТИКЕ, ОТКРЫТЬ ВОЗМОЖНОСТИ ДЛЯ ПОДРОСТКОВ С ПРОБЛЕМАМИ В ОБУЧЕНИИ? ПОДХОД, ОСН

Non-verbal communication; learning disability, drama, special education, capability approach Whilst the signiicance of the social model of disability for articulating inclusive approaches in education is recognised, the application of capability theory to education is less developed. We consider how a particular theatre based practice, here described as «mimetics», can alter and extend the aspirations and achievements of children and young people with learning disabilities, and might be understood as applied capability theory or «capability practice». Mimetics has been crafted from experimental psycho-physical actor-training processes by Open Theatre Company working in collaboration with actors with learning disabilities, and adapted to support the learning and development of young people with learning disabilities. We draw upon an action research project set up by Creative Partnerships with Open Theatre Company and a special school, where children demonstrated increased motivation and capacity for communication and socialisation, improved well-being, learning and wider achievement. To illustrate the process we offer the case of one child with an autistic spectrum disorder. Невербальная коммуникация; проблема с обучаемостью, драма, специальное образование, подход способности Пока значение социальной модели нетрудоспособности для озвучивания содержащих подходов в образовании признано, приложение теории способности к образованию менее разработано. Мы рассматриваем, как особый театр базировал практику, здесь описанную как «способность к подражанию», может изменить и расширить стремления и достижения детей и молодых людей с проблемами с обучаемостью, и мог бы быть понят как примененная теория способности или «практика способности». способность к подражанию, как метод, был обработан в экспериментальных психофизических процессах в учебных условиях актером Open Theatre Company, работающим в сотрудничестве с актерами с проблемами с обучаемостью, метод был адаптирован, чтобы поддержать изучение и развитие молодых людей с проблемами в развитии. Мы разработали проект исследования в целях выработки мер, между творческим сотрудничеством с Open Theatre Company и специальной школой, где дети продемонстрировали повышенную мотивацию и способность к коммуникации и социализации, улучшенному благосостоянию, учась и более широкому успеху. Чтобы иллюстрировать процесс, мы предлагаем случай одного ребенка с расстройством аутического спектра

Teacher evaluation of the impact of The Imagineerium education project on the creativity of individual students : the Trowsdale Index of teacher observation of student creativity

In order to evaluate the impact of The Imagineerium, a 10-week educational project, teachers were asked to observe and rate the behaviour of a pilot sample of 135 participating students both at the beginning and at the end of the 10-week period. Scores recorded on the seven-item Trowsdale Index of Teacher Observation of Student Creativity (TITOSC) showed a significant increase between time one and time two. In order to test the reproducibility of these findings the same index was employed a year later in a replication study among 139 students. On this occasion also, scores recorded on the seven-item Trowsdale Index of Teacher Observation of Student Creativity showed a significant increase between time one and time two. These data support the effectiveness of educational experience in enhancing teacher perception of creativity displayed by individual students

Imagineering : re-creating spaces through collaborative art-making

This paper considers the significance of the types of learning relationships developed between children and adults during a creative arts and engineering project: The Imagineerium. It focuses on data collected through observations, 18 interviews conducted during and six weeks after the pupils had been involved in the project, and 25 interviews conducted one year later. This is supported by reference to a wider data set gathered from questionnaires, field notes and journal analysis conducted with 72 pupils. A significant and recurring feature emerging from this data was pupils’ perception of the positive relationships they experienced within The Imagineerium project. The article considers the elements of the project that contribute to this relational experience. In particular, it argues the importance of this educational experience being located within a tradition of community arts, within the practice of art-making and involving adult facilitators committed to these practices

Cultivating creativity?

Report on a two year action research project 'Teaching Creatively; Teaching for Creativity' funded by the Regional Arts Lottery Programme (2003 - 2005). The project was developed and led by a team of 6 advisors and arts advisory teachers, involved two educational psychologists; senior managers, class teachers, one class of children from 14 primary schools and an external researcher. In the second year of the project an artist team of 3 worked with the advisory team to deliver the project activity. The project addressed the recommendations of educational’ strategies such as Excellence and Enjoyment which advises schools to ‘take a fresh look at their curriculum’ and ‘be creative and innovative in how they teach’. It also addressed Ofsted’s Expecting the Unexpected, the recommendations of the NACCCE report All our Futures and builds upon the work of the QCA in Creativity: Find It Promote It!