A Flowing Through
A series of artistic explorations that flow from simple starting points, pass by milestones and finish with polished achievements
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MY EARLY DAYS AT RISDON VALE After a week or two at Risdon Vale, I soon had an idea of the job in front of me. Some of the children, like their parents before them, clearly gave the impression that they did not want to be at school. Their body language amplified this negative attitude. Their rather uncouth speech showed little care for themselves or for each other. They were angry within themselves and with each other. Their self-esteem was seriously low. Their social skills were combative rather than co- operative. Some had already succumbed to the notion that they were failures. Some looked for ways to disrupt learning activities and then encouraged the cheering approval of their peers. I felt so sorry for the children who still wished to learn and for those who still hoped that school might lead them towards a more fulfilling life. No wonder the school was primarily involved with behaviour management. I first looked to attract the interest of some reluctant learners and troublemakers. I called the class into the reading corner for a little chat. I began by telling them a little about the school I attended when I was their age. I told them that I was sent to a boarding school at the age of seven and remained there until I turned fifteen. I spoke of harsh discipline, strict teachers and boring lessons, awful food, and early bedtimes. I told of fortnightly tests and how we sat at single desks in rows that reminded you of you place in class. We all knew our place in the order of things. I hated school, it was a lonely place, a place where bullies thrived. I longed for a school that allowed children to be active and practical. I wanted to use my hands. I wanted a school where you could openly discuss your shared learning experiences. I dreamed of a school where learning was fun. “You know what I think?” I think the school that I lived in over forty years ago was far worse than the school you seem to dislike today. It doesn’t have to be that way. We can change things around. You and I can make difference. We all can, together,” pleaded their teacher. “But how?” “I think we could try a lot of creative work that might help us to feel better within ourselves and with each other. I can think of several activities that would ensure success over failure, excitement over boredom and hope over despair I think that I can make you want to come to school again. However, I will need help from all of you. Surely, it’s worth a try. Don’t you think?” “Do you mean we will do more art MrE?” “Yes, to some extent we can do more art, but we can also be creative by making things with our hands, e.g., making balloon powered cars out of shoe boxes or by creative explorations of a mathematical nature. When did you last have some fun with some artistic explorations?” asked MrE. “Last year we did some art on some Friday afternoons if we had finished our other work.” “I don’t remember doing much art since I was in Grade 2, and we never did any exploring.” “Learning can be fun, I promise you. Shall we give it a go then? I will need your support to make it work. You will have to be supportive of each other and freely offer praise and encouragement to everyone.” “Yes, Yes! Yes!! “As their enthusiastic response echoed from wall to wall. “Good, we shall start tomorrow afternoon,” added their teacher. “We shall begin with the painting of’ Abstracts’ by running water through powder paint. And so began our series of artistic explorations at Risdon Vale primary school. [[Insert picture 007 here]] A large brush laden with water was a brushed across the paper in sweeping left to right movements. [[ Insert picture 008 here]] A large bristle brush dipped in powder paint was applied to the wet paper with some sense of colour choice and balance. [[Insert picture 010 here]] A large brush laden with water is pressed against the sheet of paper and the water trickles down and through the powder paint. [[ Insert picture 011 here]] Sarah is showing Tony how to release the water from a house paint brush [[insert picture 014 here]] Year six Sarah tutors a year five girl with the charcoaling of her painting [[Insert picture 015here It took a long time for Jessica to charcoal the tidemarks on her intricate design. Her patience was well rewarded with an excellent work of art. [[ Insert picture 016 here]] As soon as their works were double mounted, they were displayed on the classroom walls, in the activity room and in the corridor.
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About the Book
This book is a narrative of a teacher’s artistic approaches for teaching and learning in a primary school within a socially disadvantaged suburb of Hobart towards the end of his career. The inspirational stories of his explorations with the children by his side will captivate the hearts and minds of student teachers, teachers, teachers of teachers, and all those who love to work alongside children. The text of each explorative journey is accompanied by the teacher’s photographs and include relevant and interesting conversations between the participants. Together, they bring the stories back to life and invite the reader to sit alongside and participate in the explorations. The children’s art was often outstanding, but the journey, rather than the destination, carried the greater significance. David used Art as a means of reaching out to children, many of whom had no wish to attend school. Their shared successes brought about dramatic rise in the children’s self-esteem, a more positive attitude towards learning, and improved their relationships with each other. School became an exciting place as the teacher and the children together played the active roles of teachers and learners. They were learning how to learn.