planning stage

louise gullick

texture pattern echoes DYNAMIC RHYTHM voice pulse movement story focus reflect STRUCTURE journey layer 




Very often in my experience, many children go through their school lives without finding a voice or being heard, the means by which they are encouraged to express themselves or the methods used to 'teach' them are beyond their reach.


Language and cultural barriers play a part, but more so, I believe are teacher barriers. How easy is it to miss a child's gift? Their talent cannot shine through unless an opportunity is provided.


During a recent project in Bowling Park Primary School in Bradford, we spent two days with year 2 classes creating and composing with an orchestra of made 'instruments'. It was in the making and playing  that certain children starting causing raised eyebrows from the teachers: they were surprised at the abilities and focus of some children.


The sessions were 'risky', we had to 'let go' of the children, they were using new and challenging materials and had to, most importantly, take responsibility for their learning.


 Amidst this apparent chaos, many children seemed lost in their flow, playfully experimenting, developing control and pursuing their own ideas against the struggle.


The headteacher recognised what was happening and suggested we develop this into a model of working that reached,recognised and valued these creative thinkers and doers.


So from a mixed cohort of almost 200 y3 & y4 children we will work through a process that will let those that will, shine.


reading list:
R MURRAY SCHAFER 'THE THINKING EAR'
DANIEL LEVITIN 'THIS IS YOUR BRAIN ON MUSIC'