Are we underestimating the power of Art and Creativity?

Art that works, lives and breathes:

Creative Learning Services offers outreach services to schools in Leicester, Leicestershire and Rutland. The offer includes books, library support services, book-talking, creative writing, museum loan resources, history-based outreach learning covering a broad range of curriculum linked themes using a combination of real and replica objects. Most teachers can perhaps relate to these services but also embedded in CLS is a working, vibrant art collection and alongside that a range of art activities that involve using original works of art or museum objects including wildlife specimens. For example,’ a “Take Flight” session might involve using an artwork titled “Five Owls” by Jim Moir – (better known as Vic Reeves), alongside owl specimens featured in the artwork. The session itself includes demonstrations from the workshop leaders on how to achieve the effects used by the artist including sprinkling salt onto freshly applied watercolour paint to achieve a speckle effect of feather markings. Children love seeing the change as salt hits the wet watercolour giving them a “wow” moment. 

Creativity:

I feel that while there is growing evidence that art can support children’s wellbeing and emotional development there is a lack of value placed on art in the curriculum but I hope this will soon change. In an age when children communicate largely by mobile phone, working with art or taking part in creative activities, children not only communicate but learn important social and emotional skills and make connections with those around them. The classroom can be a safe space for creative expression, exploration and play and art can help facilitate that. 

Some children can be very self-critical when they realise they can’t produce a “photographic” drawing in pencil. While some will thrive, others will become despondent at their lack of skill, yet they will love an opportunity to be creative. These children will benefit more from the experimental, exploratory, playful approach to art. Every child will have different expectations of what they can gain from their creative experiences. For some it should be an opportunity to unwind and have fun while connecting with others. 

When I started delivering art sessions in schools, I was focused on helping children attain the technical skills to become proficient at drawing or painting but over time I’ve realised that approach to art doesn’t suit every learner. It’s also become important for me to encourage pupils to use art to understand and express their emotions. With our “Experiments in ink” workshops pupils are given an opportunity to explore expressive mark making and brush work using an array of different tools, including nail brushes and feathers to create a booklet of abstract art. It’s evident from these workshops that children love an opportunity to try something different and go away from the session feeling they created something joyful. Art can build confidence and self-esteem.  Post covid we have become more aware that creativity can facilitate relaxation, mood, confidence, escapism, reduce loneliness, isolation and negative emotions – the need for it hasn’t gone away. 

More recently we have been working closely with SEND schools to develop a series of art workshops that allow pupils to explore art independently at their own pace and level. We’ve seen a lot of meaningful engagement, magical moments of discovery, their abilities can be under-estimated and the outcomes often unexpected. This reminded me of the quote made by Robert M Hensel “There is no greater disability in society than the inability to see a person as more.”

Looking at Art:

CLS houses one of the few remaining art loan collections in the country. In addition to being used to complement our art sessions, schools can borrow a selection of Artworks for an academic year. Teachers can visit the collection in store or select art with my help and guidance. Original works of art whether a painting, drawing, etching, screenprint or photograph will have more presence and impact than a flat reproduced or digital image. Having a real work of art in the classroom for close examination allows pupils to see brush strokes left by a coarse hog hair brush, paint squeezed directly from a tube and sometimes finger prints. The marks made by artists can turn an artwork into something more tangible and accessible. 

As well as increasing their understanding of art techniques, art appreciation can provide a context for discussion and empathy. We have a charcoal drawing of a young boy, a refugee from Afghanistan titled “Like Father” drawn by a renowned war artist Arabella Dorman. In the right setting they have enabled children to talk openly about their experiences as refugees. Art can encourage children to talk about their feelings, understand their own identity and learn about the perspectives of others. 

“The power of creative exploration and expression through arts should be central to helping address the current crisis in young people’s mental health."  Sally Bacon OBE

In addition to the art collection there is a collection of “Held in the Hand” and “Touch Tile” art objects designed specifically to be handled, touched with some making sounds. These objects encourage conversations or non-verbal communication in response to their textures. While others were created by artists to trigger memories or for inspiring the imagination for creative writing. 

Observing artworks and the other resources we have in use has made us mindful the impact art can have on health and wellbeing. I feel passionately that arts, culture and creativity should be all inclusive and at the heart of every child’s learning and development into adulthood.