Being a researcher of the arts in primary schools is a privilege. You’ve probably worked that out from our previous blog posts. Our visits to the schools on our list are a combination of a bespoke guided tour around an art gallery, where we can learn why and how the works took shape, and a backstage tour of a theatre where we get to see the nuts and bolts. The experience is overlain with the excited creative buzz of children in classrooms and corridors, some of whom share with us their insights into their arts lessons and clubs in focus groups.
This sense of privilege was at the forefront of our minds as we looked around Cherry Grove Primary near Chester, a Rights Respecting School who, like Torriano and Billesley, embed the workings of their school in UNICEF’s Convention on the Rights of the Child.
Firstly, we were overwhelmed by the vibrancy and colourfulness of many of the student’s art works. The first room we entered was strung with paintings based on the work of Bob and Roberta Smith. With slogans such as ‘Art is Life’ and ‘Your mind belongs to you’, we knew we were in the right place.
Our visual senses were further stimulated by displays of art based on the work of Paul Klee, Jan Gardner and Marc Chagall, and a wall of eye-popping Pop Art/Shakespeare pieces.
Secondly, the students’ work on local buildings and landmarks gave us a strong sense of where we were.
Creative Arts Lead Zoe Anderson is the driving force behind Cherry Grove’s arts-rich curriculum. She told us how she places an emphasis on the students’ skills in observation, of looking closely, and of ‘opening their eyes’ to see what is in front of them, not what they imagine. She also prioritises children’s skills in drawing.
As a long-standing leader of the school’s creative arts, Zoe is embedded in networks of arts practice. As well as keeping the arts lessons fresh and creative, the visiting artists and CPD sessions seem to be creating something of a regional visual arts style. We have seen this in other regions.
Thirdly, the students had produced art works in a range of media to explore topics such as the Mayans, Romans, Vikings, Galileo, Shakespeare and endangered animals.
Fourthly, while colour was the overriding theme of the first displays we saw, Zoe had worked with the students on a series of striking landscape projects that explored Henry Moore’s ideas of shelter, and the historical transport of paintings from the galleries of the big cities to the caves and mountains of nearby Wales during the Second World War.
Fifthly, the school were partnered with the Royal Shakespeare Company, the Royal Ballet and the Royal Opera House. Deputy Head Roz Artist told us that the students had been to Stratford upon Avon and performed with the Royal Shakespeare Company. She talked about how it was important to provide such ‘life changing opportunities’ that allowed the children to see the bigger world, and that would be remembered years down the line.
Zoe enthused about how these links had enriched what the school offered and had ‘taken things to another level’. Students had also visited the Tate in nearby Liverpool, all of which, Zoe explained, helped to put the school’s art into wider context, especially around widening the students’ perceptions about the scope and scale of the arts industry, and the possibilities of working in the arts.
Lastly, we were shown some of the students’ sketchbooks and their highly creative topic books. The fold-out flaps and cut-into designs created a sense of interaction while the students’ comments told us how much they loved exploring topics using art and creativity.
Thanks to Creative Arts Lead Zoe Anderson, Deputy Head Roz Artist, and to the focus groups of students from Years 4, 5 and 6, the Arts Ambassadors and those who attend extracurricular clubs.
You may also be interested in reading our recently-published Art, Craft and Design Rapid Evidence Review – a survey of published scholarly literature on art, craft and design in education.