Beyond Appian Way?

I'm currently sitting collapsed on my couch in the lounge room, after approximately 36 hours of travel getting from Boston, MA to Sydney, NSW. I have a warm, fluffy, slightly overweight cat sitting on my lap and a cup of caffeine beside me, as my body tries to figure out what time zone I'm in. 
(For the record, I think I'm floating somewhere in the Pacific Ocean.)

So, in my attempts to somehow stay awake until a socially acceptable bedtime, I'm doing some reflecting on the events of the last week that have gotten me into this very unattractive, sleep-deprived state.

I've just come back from a week at Harvard Graduate School of Education, attending Project Zero Classroom - an annual summer institute that invites participants from all over the globe to share insights and understandings into the various ventures of the Project Zero researchers. 

I'm still getting a little thrill saying that I studied at Harvard.

Oh what's this? Why yes, It's my HARVARD ID.

I spent the week working 10 hour days, learning from some of the most incredible educational researchers and minds of this era. It was exhausting but absolutely exhilarating. I felt empowered, engaged and ready to take on the world - that was the atmosphere created by the forward-thinking group of participants who gathered for this conference. 

Oh look - I was in a lecture with HOWARD GARDNER! :O

Even in our most stressful moments, the positive energy created and facilitated by the attendees pulsated throughout campus, lifting us up and reassuring us that we are doing something amazing, not only for our students, but for our own development as teachers. This was achieved through our plethora of activities to make our thinking visible, including art assignments, thinking routines and a surprising amount of interpretive dance. You can check out some of our zany antics (and some truly stunning pictures of me) on our Smore here.

You heard it here first - Tissue paper is in this summer.

Sounds incredible, right?

It was.

So now, as my cat's fat rolls slowly envelop my legs and I drink caffeine to prevent any keyboard drooling, I'm starting to think formatively about my situation. What is the next piece of learning for me? Where should I go next?

As teachers, we know the best way to figure out our next stepping stone is to look back at where we have already walked. So this week, I'm going to be bringing to you my adventures at HGSE - the highlights of my foray into the depths that is Making Thinking Visible, and my reflections on how it can be used in a public school classroom. 

And, as per usual, feel free to languish in my wit and generally incredible humour.

In addition, I'm hoping to start up a 'study group' of sorts for interested parties, so that anyone who is interested in learning more about MTV, or just want to give it a go, can take part. If this tickles your fancy, feel free to tweet me @bswain1, or email me at brianna.swain1@det.nsw.edu.au

Archaically Artistic

In my spare time (what little I do have of it!) I draw. I wouldn't call myself an artist, as I do it only for myself, but drawing is just something I do. Its my creative outlet.

I found out that I could draw when I decided to take Visual Arts in Year 11. Having not done any art theory since Year 8, I thought I'd be in way over my head. Turns out, not only did I love it, I was alright at it too.

It was through school that I found my creativity - not just in visual arts but in my style of writing, my sense of humour and the way I present myself.

Perhaps this is because I went to school overseas, living in a unique expatriate environment during my formative teenage years. My primary schooling, however, was all completed in Australian public schools - where there were many more restrictions and pressures upon teachers at the time to teach certain content and 'tick off' syllabus dot points.

(That being said, the way I was taught to study for my HSC in 2008 was to go through the syllabus and study content related to each outcome - very telling of the way students are assessed in senior school.)

Sir Ken Robinson has long made the argument that 'schools kill creativity'. He known for his opinions on the unfortunate habit of schools to squash the creativity out of students through a 'production line' mentality that has existed since the industrial age.

I love watching these RSA Animate versions of speeches - much easier to concentrate!

Robinson argues that today's students are getting attention from every possible platform, and then we punish them for getting distracted. He states that schooling should be an aesthetic experience, an opportunity for creativity, yet we 'get them through it' rather than allowing them to experience it.

Robinson states that we 'manufacture' children rather that celebrating their uniqueness.

As much as we might like to think its all pherphies, that Sir Ken is full of it and we're doing fine,  take a look at the students in your class (or a child you know). Aren't the 'good' ones those who follow the rules, hand things in on time, put their hand up to be called upon and always have the right answer?

I'm sure many of us would give our A3 laminators to have a class full of these kids...but isn't that a bit boring?

Robinson talks about divergent thinking as a means of creativity - being able to consider an idea from multiple viewpoints. Isn't this a characteristic we like to encourage in all kids? (But only if they rule a margin in red pen first and write the date at the top of the page).

I think that one of the greatest ways for kids to express their ability to think outside the box is through art.

And when I say art, I don't mean colouring in.

I mean using artworks for the study of visual literacy. I mean creating an invention to help society. I mean something that cannot be finished in one afternoon session - something that requires research, practice and time to create.

When did art go from being a dedicated subject with a budget and specialist staff to 'something we just fit in, but only if we have time?'

Are we as schools stopping kids from realising their creative potential, unless they take art in secondary school?

Are we killing creativity?

(Share your ideas by commenting below)