MAKEYOURMOVE:EXPLORINGAPEDAGOGICTOOLKITFORCREATIVEDEVELOPMENTANDGLOBALLEARNINGINPRIMARYEDUCATION

RobertPulley AshleyHall EstherBurkittRoyalCollegeofArt RoyalCollegeofArt UniversityofChichesterKensingtonGore KensingtonGore CollegeLaneLondonSW72EU LondonSW72EU ChichesterPO196PErobert.pulley@network.rca.ac.uk ashley.hall@rca.ac.uk e.burkitt@chi.ac.uk

AbstractThepurposeofTheatreoftheImagination®istodevelopamethodologywhichhelpscreativedevelopmentthroughdesignandmakinginprimaryeducation.Objectivessupportingthisaiminclude:thedevelopmentofpersonalagencythroughmetacognition;thedevelopmentofcreativeskillsandideasthroughpracticalworkshops;andengagementwithgloballearninggoalsthroughdiscussionandstorytelling.AseriesofConstructivistLearningDesignworkshopshavegeneratedtentativefindingsthatsuggestdesignandmakingcanhelpstudentstoachievetheseobjectives.AnanalysisofqualitativedataarisingfromtheprocessofParticipatoryActionResearchindicatesthattheglobalcitizenshipagenda,intandemwithdesignandmaking,helpstonurtureempathy.

Keywords:ConstructivistLearningDesign,Metacognition,TransitionDesign,GlobalGoals

IntroductionMakeYourMoveisoneofaseriesofpilotworkshopssituatedwithinTheatreoftheImagination®,theauthor’sPhDresearchproject,nowinitsfourthyearofpart-timestudy.Theresearchprojectpositstheviewthatdesignandmakingskillscanhelpnurturepersonalagency,engagewiththeprimarycurriculumapproachtoglobalcitizenship,andengendercognitiveacceleration.MakeYourMovesupportstheideathatyoungpeople’slearning,thinkingandactions,bothnowandintheiradultlives,arefundamentaltotheachievementofamorejustandsecureglobalfuture.Theresearchersetsouttodevelopandtestamethodologywhichdemonstrateshowcreativeteamworkcanbeusedasavehicleforenhancingagencyandsocialresponsibility.

Aneducationforglobalcitizenshipincludesopportunitiesforyoungpeopletodeveloptheirskillsasagentsofchangeandtoreflectcriticallyonthisrole.TransitionDesign(Figure1)encouragesalong-termvisionforsocietyandoffersamethodologythatcanactasadrivingforceforchangingattitudesandbehaviour.MakeYourMoveisconceivedtobescalednationallyandgloballyandtoenabletheexchangeofideasandexperiencesbetweenprimarychildrenthroughcreativepractice.Metacognitivelearningstrategiesareconstructedandtestedthrough‘learningcircles’and‘pilotworkshops’,priortowhole-classlessonstoencouragecreativethinkingandmakingskillsandtodrivecognitiveacceleration.Theapproachisconstructivistinnatureandinvitesparticipantstodepictlivedexperiencesandtogenerateimaginativeideasbyarticulatingtacitknowledgethroughdrawingandmaking.Aportfolioofcreativelearningtoolsisunderdevelopment,designedtoenablechildrenandteacherstoapplystrategicthinkingtoproblemexploration.

Burkitt’s(2015)researchhighlightshowmainstreamprimaryeducationfindsitdifficulttomatchspecialistschoolsinteachingcreativeartspracticeduetotherelativelylownumberofhoursdedicatedtodevelopingcreativeskillsinteachereducationandtodevelopingteacherconfidenceintheirowntraining.Inaddition,Burkitt’sanalysisofpaintingsanddrawingsmadebychildrensuggestscreativepracticehelpstodevelopcognitiveskills,self-efficacyandhapticskillsattheprimarylevel,andconcludesthattheseskillsaretransferableacrossdisciplines.

InhisthesisonTranslocatedMaking,Hall(2015)explains“itisabouttheproductionofartefactsandexperiencesasamechanismthroughwhichwecancreatechangesintheworldthatinfluenceoursenseof

who,whereandwhatweare”andhiscontemplativeapproach,relatedtotheimpactofglobaldesign,isakeyreasonforsettingouttodeveloppersonalagencyinprimaryeducationthroughmaking.MakeyourMovedemonstratesthatwhendesignthinkingandmakingisappliedtoproblem-basedlearningitsupportstheaimsoftransitiondesignandtranslocatedpractice.ChildrenareencouragedtoreflectuponSchaar’s(1970)suggestion:“Thefutureisnotsomeplacewearegoing,butonewearecreating.Thepathsarenottobefound,butmade.Andtheactivityofmakingthemchangesboththemakerandthedestination.”

Figure1:TransitionDesignFramework(Tonkinwise,Irwin,ScupelliandKossoff,2015).Designforsocialinnovationchallengesexistingparadigms,envisionsnewones,andleadstopositivesocialandenvironmentalchange.

BackgroundTheliteraturereviewedexploreskeyconceptsidentifiedintheresearch,includingconstructivism,metacognitionandglobalcitizenship,todevelop,implementandreportonaseriesofeducationalworkshopsinprimaryeducation.MakeYourMovetestsacreativepracticetoolkit,designedtostepoutofexistinginstitutionalandcurriculumboundariesofmainstreamprimaryeducationbaseduponlearningthroughmaking.Currentpoliticalandsocialfactors,intandemwithatechnology-fuelledgloballearningagenda,havecreatedanunstableanddynamicprimaryeducationsystemwhichhasthepotentialtobenefitfromTheatreoftheImagination®.

OleDreier(2006,pp.21-38)explainsthatweareallparticipantsinsocialpracticeswhocaneitherreproduceorchangethesepractices.Newpracticesandstructuresareco-createdbyparticipantswhenthestatusquoischallengedandwaysofbeingshift.Nurturingresponsiblecitizenswhounderstandtheirownandothers’culturesandhaveadevelopingsenseoftheirplaceintheworldisattheheartofthisinvestigation.Participantsareencouragedtoreflectuponculturaldiversity,culturalconnectionsandasenseofwhatconstitutesamoreresponsiblewayofliving.Eguren(2011)believesthatstrategicplanning,usinganadaptiveanditerativemodel,iscoretobringingaboutchangeandtheWinterhouseSymposiumMatrixforEducationandSocialChange(2015)wasdesignedtohelpcreateapatternofconnectionsbetweeninitiativesaimedataddressingtheimpactofscaleandlevelsofcollaboration(Figure2).

Figure2:AnadaptationoftheWinterhouseSymposiumMatrixforEducationandSocialChange(2015)

Problem-BasedLearning(PBL)isapedagogicmethoddesignedtonurturelearningaboutasubjectthroughtheexperienceofexploringanopen-endedproblem(Armstrong2008).Theprocessdoesnotfocusonproblem-solving,insteaditallowsforthedevelopmentofskillsandattributeswhichenhancelearning.Theseincludeknowledgeacquisition,enhancedgroupcollaboration,communicationand,inthecaseofMakeYourMove,designingandmaking.Learningthroughcreativepracticeiscommonlyfoundinindependentprimaryschools,suchasSteinerWaldorf,andspecialistfreeschoolswhichfocusuponthecreativearts.Lessemphasisisplacedoncreativepracticeinmanymainstreamprimaryschools.

Mainstreamschoolsdonotalwayshavetheexpertiseorconfidencetoteachanexperimentalandambitiouscurriculumthroughthecreativeartsas,accordingtoBurkittandLowry(2015),primaryandsecondarymainstreamteachershaveoftenreportedadesireforfurtherarteducationaltrainingtobuilduponthepaucityoftimededicatedtodevelopingcreativeskillsduringtheirPostgraduateCertificateinEducation.Therestillexistsastrongbiastowardsrepresentationalworkandaccuratedepictionsofrealityintheprimaryschoolartcurriculum(Burkitt,etal.,2010).Incontrast,outcomesfromacreativeworkshopcarriedoutatafreeschoolinPlymouthin2016illustratehowprimaryandfurthereducationstudentsareabletoworkcollaborativelywhileembracinguncertainty(Figure3).

Figure3:AdiscussionbetweendiplomastudentsandprimaryschoolstudentsinPlymouth(CB©,2016)

GloballearningInSeptember2015,theUnitedNationsadoptedseventeenGlobalGoalsforSustainableDevelopmenttoachievethreethingsby2030:anendtopoverty;tocombatclimatechange;andtofightinjusticeandinequality(2015).ThesegoalshelpedsetthevaluesforlearninganddiscussioninMakeYourMove(Figure:4).

Figure4:TheGlobalGoalsforSustainableDevelopment(2015)touchedonbyparticipantsduringMakeYourMove.

Theframeworkhasprovidedafoundationfordisseminatingknowledgeandaplatformfordebate.Keyaspectsoftheglobalcitizenshipagendainprimaryschoolsincludeempathy,creativeandcriticalthinking,self-awarenessandreflectionasparticipantsworkacrossdifferentmediaandcommunicationmodes.Students

learnthatsomebeliefscanbewrongasyoungasfour.Primarystudentsalsolearn,withinanabsolutistconstruct,thatpeople’sbeliefscandifferbutonlybecauseonepersonisrightandtheotheriswrong.Mostpeoplebegintorecognisethatexpertscandisagreeoncertaintopicsastheyprogresstowardsadulthoodandadoptarelativisticview.Peoplethenlearntotoleratesomeuncertaintywhilemaintainingtherecanbebetterorworseopinionssupportedwithreasonandevidence(KuhnandDean,2004).Drawingandmakingusedasculturaltoolsincollaborativeworkshopsexistataninterpersonallevelandcanassistthetaskofdistributionorsharing.Thedistributedformofhighermentalfunction,accordingtoVygotsky(1978),requiresaconcepttoexistinanexternalframesothatlearnerscandiscussideasandopinionswithothersincludingpeers,teachersandthosewhoappreciatetheirdevelopmentallevelandpotential(MercerandLittleton,2007).Vygotskysuggeststhatwhenchildrenacquireacertaincompetencywithculturaltoolstheybegintodevelopideasandbeliefsindependently.

Thepurposeofanalysingtheglobalgoalsthroughlearningcircles(Collayetal.1998)andpilotworkshops,inpreparationfortheirintroductionthroughwhole-classlessons,isasastartingpointforstimulatingtheimagination,encouragingopendiscussionandgeneratingideas.Findingsemergingfromthefirstmajorresearchstudyongloballearninginprimaryschools,undertakenbyFrancesHuntetal.(2012)attheInstituteofEducationatUniversityCollegeLondon(UCL)suggestthatgloballearningislinkedtohigherawarenessofdiversityandtodevelopingsocially-aware,responsibleglobalcitizens.Teachersinvolvedintheresearchsuggestedthatthinkinggloballyalsohasapositiveimpactuponsubjectknowledge,skills,andvalues.

ConstructivistLearningDesignConstructivismhelpsprogressionfrominterpersonaldialoguetoanintrapersonaldialogueandthisisconsideredpartofthedevelopmentofhighermentalfunctions(Vygotsky,1978;Brooks,2005).AConstructivistLearningDesignmethodology(GagnonandCollay,2006)wasadoptedbytheresearchertointegratetheteachingandsharingoffactswiththeteachingandsharingofskillsbyconstructingsituationsbasedonthePrimaryEducationforGlobalLearningandSustainabilityreport(Bourn,Hunt,BlumandLawson,2016).Vygotsky’s(1978,pg.86)conceptoftheZoneofProximalDevelopment(ZPD)isthedistancebetweenachild’sactualdevelopmentlevelandtheirpotentialdevelopmentlevelasseenwhenproblemsareexploredcollaboratively.Piaget(1932)proposedthatworkingwithpeersprovidesexperienceofdifferentpointsofviewandleadschildrentothinkaboutmoralrulesgoverningco-operationandfairnessinsocialrelations.

InanepisodeofBBCRadio4’sTheEducators(Montague,2016),KenRobinsonremindsusthateducationisnotpoliticallyneutral,bywhichhemeanswhoevercreatestheschemahasthepowertodecidewhatfactsareincludedinthecurriculum.Factsareclearlyimportantinhelpinglearnerstounderstandasubjectandtomakedecisionsintheworld-mentalarithmetichelpsanindividualtoworkoutthecostofthingsortoscoreagameofdarts-butanarrowselectionofthefactsdoesnotteachwhat,whereandwhoweareanditdoesnotteachushowtolearnindependentlyorcollaboratively.

MakeyourMovemethodologyApilotworkshopwasheldon23rdand24thMay2016atGreenwichPrimarySchool.DuringtheprocessofConstructivistLearningDesigntheresearcheractsaschoreographer,teachesbasicstepsandsharesculturaltraditionsinordertoorganisetheproductionofalearningevent(GagnonandCollay,2006,pp.195-198).Theworkshop(Figure5)wasdeliveredusingasetofnewlearningtoolsandinvolvedthefollowingsixstages:

(i) SituationTheprimaryconcernofthiselementwastodiscussthevisionandpurposeofMakeYourMovewithparticipants.Theoverarchingaimsoftheprojectweretodevelopapersonalperspectiveonaspectsofglobalcitizenshipbyexploringtheconceptofempathyandbyencouragingcognitiveaccelerationthroughdesignandmakingincollaborationwithpeers.

(ii) GroupsThepilotworkshopincludedayear6teacher,astudent-teacher,fourKS2children,thedesignresearcherandteacherswhostoppedbyoverthetwo-dayperiod.Theteamworkedasadesignstudioandindividuallyasdesignersinadvanceoftheproject’sintroductiontothewholeclass.

(iii) BridgeParticipantswereintroducedtomethodsofdrawing,designingandmakingwiremodelstohelptranslatememoriesofaneventintheireverydaylifeintoautomatawhich,inthiscontext,referstomovingmechanicaldeviceswhichtellastoryusingsimplecammechanisms.

(iv) TaskModelsweredevelopedfromdrawingsandstoryboardsresultingfromthe‘toandfro’oftransformingdrawingsonpaperintowiresculpturesinthemannerofAlexanderCaldertotellastorythroughanimation.

(v) EvaluationParticipantsincludingchildren,teachers,studentsandartisanscompletedquestionnairesbeforeandafterthepilotworkshop.Thegrouptookpartinaquestion-drivenexchangeofideasandthoughtsimmediatelyafterMakeYourMoveandagainsixmonthslater.Evaluationofparticipantdrawingsandmodelswasmoderatedbyteachers.

(vi) ExhibitionThedrawings,automata,videosandstoriesfromthepilotworkshopandthewhole-classlessonfeaturedinGreenwichPrimarySchool’sArtsWeekexhibitioninJuly2016.Parents,teachersandstudentsfromacrosstheschoolvisitedtheexhibitionandexternalfeedbackwasgatheredasafourthstrandofdata.

Figure5:Participantsdesigningandmakingwiredrawingsthatdepictapersonalstory.PhotographcourtesyofCharlotteStirling©

AnalysisandevaluationAtriangulatedapproachtoevaluationoftheworkshopoutcomesincluded:aself-assessmentquestionnaire;contentanalysisofrecordeddiscussionanddebate;anevaluationofdrawings,modelsandvideos.Theprocessofanalysiswasmoderatedbyteachersandotherprofessionalpractitionersinvolvedintheproject.

Attheendofeachhouroftheworkshopaplenarysessionenabledparticipantstoexplaintheirposition,searchoutquestions,andofferhelptoothers.Thisapproachbecamemorefluentandmoreinclusiveastimepassed,whichprovidedanopportunityforthewholegrouptoreflectandmoveforward.Beinginasmallgroupmeanttherewassufficienttime‘tothinkagain’.Thepolicyof‘nohandsup’discussionwasnewtosomechildrenbutsuccessfullymanagedbythegroup–“It’snohands-upMatthew.”Student-teacherCharliedescribedEmmaandMatthew,participantsinthepilotworkshopwhohelpedsupportpeersduringthewholeclasslesson,as“brilliant”whentheysharedtheirskillsandknowledge.

Emmademonstratedthatmakingcanhelpself-assessmenttobecomemoreinsightful:“IhaveanautomatonathomebutrealisedIhadnotlookedatitveryclosely.Whenyoumakesomethingyoureallyknowhowitworksandideasflyoutofyourhead.”Amy’sdrawings,designskillsandmakingskillswerefluentanditwasclearthatshethoughtcarefullybeforefillinginthequestionnaire.Shedidnotover-statehercapabilityandherresponsedemonstratedthatthereweredifferentlevelsofself-assessmentbeingappliedtothetask.Thereisaquestionmarkoverwhybothboysratedthemselvesrelativelyhighlyandbothgirlsratedthemselvesatalowerlevelandthismaybe

OnpersonalagencyandmetacognitiveskillsPersonalagencycomprisestwokeyaspectsoflearning;self-efficacyandself-regulation.Self-efficacydemandsgoodcommunicationskillsandgoodsocialskills.Self-regulationpromotesthinkingabouthowyourbehaviourandapproachimpactsuponyourlearningopportunitiesandthoseofothersinthegroup.Developingparticipatoryskillsthroughreflectiononthedifferentperspectivesofparticipantswaskeytoproblemexploration.AreasofdifferenceareimportantwhenconsideringtheroleofthesocialworldincognitivedevelopmentaccordingtoGarton(2004).

Metacognitionisoftendefinedasthinkingaboutthinking.Throughouttheworkshopchildrenwereaskedtoreflectupon:“Whyarewedoingthingsthisway?”Participantswereencouragedtothinkabouthoweffectivelytheywereworkingwithothers,whattheycoulddotomakechangehappen,andwhytheirengagementwiththeglobalgoalsmightinformglobalcitizenship.Reflection,forBoudetal.(1985),isanactivityinwhichpeoplerecapturetheirexperience,thinkaboutit,mullitoverandevaluateit.Participantswereaskedtorepeatdrawings,re-makemodelsandre-draftpersonalstoriesandallthoseinvolvedinthe

pilotworkshopillustratedeffectivemethodsofreflectioninaction.ClassteacherImogenexplained:“Overthedurationoftheworkshop,thechildrendevelopedtheir‘voice’andbeganleadingtheconversationwithlesspromptsastimewenton–theyquestionedeachother,listenedtoeachotherandrespondedtoeachotherinawaythatthepaceoftheclassroomdoesn’talwaysallow.”

Criticalreflectionencouragedparticipantstochangeanddevelopthe‘thing’beingmade–asignofself-regulationandresilienceonthepartofthoseinvolved.Edithsharedherfeelings,supportedbyotherchildrenwithnodsandsmiles.Shesaid:“Icouldn’tbelievewecouldmakesuchamazingthingsfromrubbish–stuffyoucouldfindjustlyingaroundinacornerorinarubbishbin…”Amyadded:“Thethingaboutusingrubbishisyoudon’tmindmessingabout-ifitdoesn’tworkthenyoucanjustchangeit.”Throughtheiractionsanddiscussions,studentsprovidedcompellingevidenceofhowtheywerethinkingandrethinkingtheirideas,drawingsandmodelsthroughouttheworkshop.

Hamedexplained:“WhenIfinishedmakingthecambox,yousaidIcouldhelpothers,soIdid–andfounditeasyandgood”.LearningwhentohelpandwhentoletgotakesempathyandsensitivityandwhileHamedclearlyenjoyedhelping,themomentAmyexpressedawishtobelefttogeton,hehandedthestructurebackandgaveherspaceandtime.Hamed’sresponsetohelpingandthenbacking-offwasanexampleofself-regulationthroughsocialinteraction.Thesekeyfeaturesofmetacognitionandpersonalagency,self-efficacyandself-regulation,continuedtobuildoverthecourseoftwodaysasparticipantsbecamemoreintunewiththeideaofworkingtogetherina‘studio’environment.

Student-teacherCharliepickeduponthemetacognitivestrategyof‘waittime’andsecondwaittime.Thistranslatedintosketching,prototyping,andmodelmakingaimedatcontinuouslyimprovingworkinhand.Oneoftheparticipants,Amy,movedfromexpressivedrawingsofhermothertoconstructingdrawingsas‘blueprints’forwiremodelmaking.Thisrequiredasophisticatedlevelofskilltoproducedrawings‘fitforpurpose’.Charliealsoappliedherdrawingandliteracyskillstohelpingpupilslookclosely,thinkdeeplyandexperimentwithconfidence(Figure6).

Figure6:WorkinprogressbyCharlie,thestudent-teacher.PhotographCS©

SixmonthsafterthepilotworkshopMatthewexplainedhisthoughtswhenlookingbackontheexperience:“IfeltexcitedbecauseIknewthisstorywasgoingtobecomesomethingmorethanjustmystory–astorythat

everyonecouldseein3Dandastorythatwouldneverbeforgotten.Sometimes,ifyoujustsaysomethingpeopledon’tlistenbutthiswaslike‘holdableproof’.Ifeltlike-ifsomeonesawthis,itcouldaffecthowtheychosetobehaveandalsomakethemwanttocreatesomethingoutoftheirownpersonalstories.”

OncognitiveaccelerationAccordingtoBurkitt,creativepracticehelpstodevelopcognitiveskills,self-efficacyandhapticskills.Toencouragecognitiveacceleration,theaimwastoembedthreekeyfeaturesintotheclassroom:cognitiveconflictastheminddevelopsinresponsetostimulation;socialconstructionwheredialoguewithothersisessential;andmetacognitionbyreflectingonhowtheproblemwastackled.

TomGray,theheadteacherofGreenwichPrimarySchool,describedtheapproachtolearninginMakeYourMoveas“original”,bywhichhemeanttherewerecreativeideas,methodsandinterpretations,performedbystudentsandteachers,facilitatedbythedesignresearcher.Theseaspectsoftheworkshopweretheresultofintroducingdesignandmakingskills,suchasiterating‘backandforth’,sketchinganddrawing,makingmodelsandprototypes,andcreatingpersonalstoriesandmakingautomatatofeatureinvideoanimations.Thepilotgroupworkedconstructivelytogetherasateamanditbecameclearthatparticipantsenjoyedtheideaofworkingaspartofthe‘designstudio’,supportingeachotherwithenthusiasmmostofthetime.Methodsrelatedtotheprocessofdesignandmakingwereintroducedandexploredasthinkingstrategies.Prototypes,photographsandvideosprovidedarecordofhowthedrawingsandmodelmakingevolvedovertime.Charlie,thestudent-teacher,noted:

Everychildcouldseetheirdrawings,andthedrawingsoftheirpeers,developastheymovedfrombasicstickpeopletoCalder-likefiguredrawings.Movingfromdevelopingexpressionandfeelingonpapertoproducingwire-drawingsillustratinganimatedposesflourished.Wecouldsee,inrealtime,confidence,visualthinkingandimaginativeinterpretationsofpersonalstoriesemergingoverthecourseofthesessions.

Amomentofconflictarosewhenoneparticipantsuggestedtheautomatonoftheirpartnerwas“headbutting,notkissing,yourmum”butdismaysoonturnedtolaughter.Gartonsuggeststhatatheoreticalexplanationofempathycomesfromdemonstratingtheabilityofchildrentounderstandthatothersknowthingstoo,havebeliefsandcanthink.EmpatheticactioncoexistedwithdebateconcerningethicswhenMathewaskedaquestionrelatedtogivingahomelesspersonmoneyinthestreet,thesubjectofhisautomaton.Thisincreasedcognitivedissonance(Festinger1957)asdifferentopinionsemergedthroughquestion-drivenexplanatoryreasoningwhich,accordingtoGraesser(1996),developsindependentthinking.Participantswereabletodiscusstheresponsibilityoftheindividual,societyandgovernmentinalucidandengagedmanner.

WhenclassteacherIsabelaskedMatthewhowMakeYourMovewasdifferenttothewayhewouldnormallylearninschoolhisresponsewascompelling:

It’skindoflikebringingtogetherDT,artandliteracy.Inschoolwedon’tnormallybringthosesubjectstogether–inliteracyyounormallyhaveanaimdecidedbytheteacher,butthiswasmorefreeandmoreforustodecide.Wehadtodecideonthestoryandonwhatourcharacterslookedlike.Itmademefeelkindoflikeamaster.Idunno…incharge.

Itwassurprisingtolearnthataparticipantassessedas“performingbelowtheaveragelevelforhisageinsomecoreareas”illustratedaremarkablelevelofengagementandcompetenceindesigningandmaking.Numeracyandliteracyareinstrumentalinthepursuitofaneffectiveeducationbutthatis,accordingtoHerbertRead(1949),thesumofwhattheyare.Developingself-efficacy,andself-regulationinpursuitofwhatitmeanstoliveaworthwhilelifeis,accordingtoDewey(2011),thetruepurposeofeducation.

GlobalCitizenshipMakeYourMovegeneratedarichdiscussiononthetopicsofempathyandcompassion.Thedialogueflowedfromanabstract,globalscaletotheeverydaylifeofindividualparticipants.Allparticipantsdesignedandconstructedatleastoneanautomatonillustratingtheirexperienceofcompassionatebehaviour.Thekineticsculptureswereusedintheproductionof‘one-minutevideoclips’forexhibitionandtobesharedwithcolleaguesandstudentsinIndia,MexicoandSpain.Themedium-termaimofTheatreoftheImaginationistoencouragereciprocityacrosscontinents.

Compassionunderpinstheglobalcitizenshipcurriculuminprimaryeducationwhichexploresequality,povertyandglobalwarming.MakeyourMovesetouttoprovokediscussionaroundtheseissuesbyaskingquestionswithnosimpleorsingularanswerandbyembracingcognitivedissonanceasacriticalposition.Graesseretal.(1996)recommendeducationalinterventionsthatfosterdissonancebyincreasingstudentawarenessofconflictsbetweenpriorbeliefsandnewinformation.Isableexplained:

Duringthe‘MakeyourMove’workshop,childrenbeganbydiscussingtheirunderstandingofsustainability…itwasgreattotakeastepbackandhearthemapplypriorknowledgetoanorganicconversation.Theybeganbydiscussingsolarpanelsandwindpower-ideasandknowledgetheyhadexploredbefore.Butastheconversationprogressed,theirthoughtsseemedtobecomemorephilosophicalandabstractwhentheybegantoquestiontheirownideas,forexample:‘Iwasthinking…isabirdflyingsustainable?Isupposeitisbutthenmaybeitrunsoutofenergy,maybeitswingsgettired.’

IsabelbelievedMakeYourMovehadabeneficialimpactuponthewholeschool.Shesaid:

MakeYourMovegeneratedenthusiasmamongteachersandchildren.Asaresult,theglobalgoalshaveinformedmuchofourlearningthisyearalready,andwill,infact,bethethemeforthisyear’sArtsFestival.TheGlobalGoalscancomeacrossastoo‘big’forchildren–andforus-tocomprehend.MakeYourMovefocussedonpersonalexperienceswhichmeantthatchildrencouldseehowtheethosandvaluesreallydoapplytotheirdailylives,decisionsandactions”(Figure7).

Figure7:‘MotherandChild’byErin,aged10,HalstowPrimarySchool.PhotographCS©

ConclusionTheintentionwastodevelopapracticalmethodologywhichhelpsengendercognitiveacceleration;fosterpersonalagency;andnurtureglobalcitizenshipthroughdesignandmakinginprimaryeducationandmany

positivesignsemergedalongsideissuesforreflectionandreview.MakeYourMovehelpedtocultivateempathyandcompassion.Itisnotpossibletoclaimvaliditywithsuchasmallsamplebutitispossibletohighlightpotentiallyinsightfulfindings,worthyoffurtherinvestigation.TheseinsightsapplytoGreenwichPrimarySchoolforwhomtheoutcomesandobservationsprovedtobevaluable.Workingwithanoutstandingschool,anableclassteacherandahighlymotivatedstudentteacheralsodemonstratedthepotentialofcontinuingprofessionaldevelopmentthroughpractice.Theimportanceofareciprocalexchangebetweenthehostschoolandtheresearchercannotbeoverestimatedinanenvironmentwheretheburdenofworkandscarcityofresourcesisincreasing.

SettingcleargoalsfortheMakeYourMoveworkshopencouragedparticipantstocollaborateeffectively.Skillsdevelopedwhileco-designing,suchasdrawingandmaking,provokedareflectiveinterpersonaldialoguetotakeplace(KnightandLittleton,2015).Opendiscussionenabledabroadassessmentofthestudioactivityprovokedbyvariedparticipantperceptionsandobservationsandfeltsimilartoa‘designcritique’inhighereducation.Amoderatedreviewoftheworkproducedcontributedtotentativefindingsthatsuggestchildren,andtheirteachers,gaininconfidenceandapplynewlyacquiredcreativepracticeskillswhileworkingcollaborativelyasa‘designstudio’.

Drawingsandautomataservedasekphraticartefacts(Pulley2014),supportingVygotsky’sdistributedformofhighermentalfunctionbyillustrating‘aconceptinanexternalframe’andbyallowinglearnerstodiscussideasandopinionswithteachersandthosecommittedtocognitivedevelopment.Developingcreativetools,relatedtoexploringglobalgoalsthroughdrawingandwriting,helpedprimarychildrentounderstandthattheirinterventionscanmakeadifference.Feedbackfromexperiencedteacher-participantshelpedtoimprovethepedagogictoolsusedincreativedevelopmentandgloballearningworkshops.

SomeoftheinsightsandfindingsgainedfromMakeYourMovehavebeentransferredtootherprimaryschoolsinthefledglingTheatreoftheImaginationnetwork.Thepotentialforculturaltransferacrosscontinentsisa‘nextstep’atatimeofpoliticalfragmentationanddivision.Researcherswhochoosetoworkinprimaryschoolsmayfindthisworkinformative.MakeYourMovebroughttogetheraspectsofcitizenship,literacy,numeracy,designandsciencewithintheprimarycurriculumanddemonstratedhowselectedgloballearninggoalsmaybeaddressedthroughdesignandmaking.Feedbackfromparticipants,teachers,artists,anddesignershashelpedtheresearchertoimprovethecreativepracticetoolkitwhichwillcontinuetobetestedandrefinedthroughprimaryschoolworkshops.

EthicalpositionItistheresearcher’sresponsibilitytomakesurethatconsent,confidentialityandanonymityarepreserved,asfaraspossible,onbehalfofallparticipants.PriortoMakeYourMove,parentalconsentformsweresentout,signedandreturnedconcerningtheuseofphotographsofparticipantsandtheirwork.Thenamesofparticipantsandtheschoolhavebeenchangedtohelppreserveanonymity.AlldocumentsrelatedtotheethicalstancetakeninTheatreoftheImagination®workshopshavebeensubmittedtotheRoyalCollegeofArt’sResearchCommitteeandagreedbythosedesignatedwithresponsibilityforassuringresearchethics.

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