Creative islands: creative approaches to inclusion and voice
Chapter overview This chapter focuses on how creative practices may enable a wider range of views to be sought and expressed, particularly in non-verbal or less formal ways. The example from Three Ways School, Bath, in the south-west of the UK focuses on how the teachers worked with creative practitioners to create a physical and social space for creative and participative work. The range of sensory inputs experienced in the physical space of the project, combined with enough time to make their own decisions and listen to others, helped the learners and teachers to overcome their initial self-consciousness, to take on different identities and engage in and experiment with different forms of learning. The elements of their challenge can be characterised as:
„ the difficulties in immersing all children in the curriculum, especially in a climate of increased personalisation of learning;
„ the need to develop and apply an innovative model of curriculum delivery that would engage all of our learners;
„ challenging teacher identities and roles in changing relations between learners and teachers;
„ engaging young people with perceived ‘low levels’ of motivation for learning and participation;
„ helping learners to feel part of the process of learning, rather than one of its products.