The Cre8us Way – Sarah Worth, Highly Sprung, January 2012

The cre8us way

Sarah Worth I started working with Cre8us as a creative partner in 2005 and have had the great pleasure to have been involved in some of the most exciting and inspiring projects of my career. A retrospective on the ‘Cre8us Way’… At first my fascination in being involved with the Creative Partnerships programme was in the challenge that presented itself in using my skills in dance and drama to bring learning to life and engage with children and their teachers as creative partners in this investigation. However as I worked through my first few projects I realised the journey involved much more than this. Working through Creative Partnerships and more specifically with Cre8us, as it became in this area, I was given the support, training, vocabulary and tools to develop this practice and find ways to communicate it effectively to others. As a result of my experience working with Cre8us my artistic practice has evolved and the approach that was developed as a result is now the corner stone of everything I do. Essentially Cre8us projects were about making discoveries and solving problems. Each school or group of children/ young people wanted to find new ways to learn, develop or see things and the perspective and approaches of the creative artists were used to find answers, solutions and new paths. Never did I imagine at the start of my career that I would be using physical performance to explore the geography of a river, investigate fractions, explain the use of commas and understand the processes of the water cycle. Also never would I have appreciated the unique and rewarding relationships that were developed with teachers as a result of the project. Relationships founded on the shared joy of discovering real and meaningful ways of positively impacting on the development of so many children and young people. The influence of so many Cre8us phrases, expressions and vocabulary have become embedded in my practice, looking for the ‘light bulb moment’, having the confidence to ‘take risks’, finding the ‘golden nugget’ or ‘going deeper in my understanding’. As has the processes of evaluation, better understanding the importance and real impact of making time to assess outcomes and measure response. As a result of this experience I feel changed as a practitioner the journey that I underwent altered my perspective on my own art form and enabled me to see how I can use my skills to make genuine change. I have made connections with teachers and schools that have been sustained outside of the Cre8us projects, where the impetus to continue journeys started has continued. Projects, topics, themes and approaches that have long since continued my thirst to discover and learn more. Once you have experienced the positive outcomes that is inherent to this way of working I don’t think you can ever really look back (well apart from to evaluate and reflect!!)

The Cre8us Way – Sarah Worth, Highly Sprung, January 2012

I’m not sure I can write about one specific project without feeling that I am doing injustice to others, so instead I wanted to reflect upon my most significant experiences as a Cre8us practitioner.

Tidbury Green, whole school change through the investigation of a more kinaesthetic maths curriculum. This project was the first time I was asked to apply my skills so specifically to a particular topic and to my horror that topic was maths. However, not only did this project allow me to tackle my own demons where maths was concerned, but it allowed me to see for the first time the strength of the kinaesthetic approach to understanding and consolidating learning about numbers. Pattern, fractions, mental calculation, understanding money suddenly became about movement a territory I am far more familiar with, but the marriage of the two seemed to make sense and for the children from Reception to Year 6 seemed to not only make sense but make maths more enjoyable and desirable as a subject. I now pride myself on my confidence to take on number and have learnt a whole new way of seeing maths, one which I share with the children of Tidbury Green School. The children spoke about how this experience had made them think about maths in a different way. “Maths is everywhere, it’s all around us.” “It made fractions so simple for me. I didn’t understand them before but now I do. We used our bodies to help us.”

The Cre8us Way – Sarah Worth, Highly Sprung, January 2012

Howes Primary exploring maths through the world of the ancient Egyptians. Once again a few years after Tidbury Green I ventured into the world of maths. But this time with Year 6 only, this time I would be challenged by maths once again. However, I took with me my new found confidence and using the backdrop of Ancient Egypt created an adventure, an epic journey for the children where maths became both the problem and the solution to their development. A thoroughly enjoyable but exhausting experience that moved with the ferocity of a whirlwind as we were thrust forward by the energy of staff and children alike. Giant Egyptians Gods loomed from the hall walls, Ancient Egyptian markets in the playground, a journey to the underworld and an escape from a dangerous pyramid and most significantly children became more confident in their ability to understand and explore maths and even enjoy it! The young people enjoyed working together: “I learnt more about people…working together as a team and solving problems together… now the boys and girls play together.” “The project became so exciting for the young people that we could have carried on all year! It bolstered and polished their learning.”

Wootton Wawen Primary engaging year 2 children in writing. An example of how the partnership created between artist and teacher is essential is in leaving a legacy that is sustained beyond the contact time with the artist. My experience at Wootton Wawen was shaped by the teacher I worked alongside who’s passion to enthuse her class and improve the outcome of their impending KS1 SATs drove the project. However, the most admirable part of this working relationship was how unsure the teacher felt about it and how little she felt she would be able to contribute, nevertheless her blind faith and reliance on her students to gage the relevance or success of the ideas I suggested confirmed her commitment to the project. Very quickly the relationship between myself and the teacher became concrete as we were both responded to the children’s infectious enthusiasm and genuine wonder for the world of fairy tale and magic. Inspired by the imaginations of the children we worked together to slowly change the classroom to become a place for discovery and imaginative growth, one day a new planet the next an unknown

The Cre8us Way – Sarah Worth, Highly Sprung, January 2012

magical kingdom, thanks to the belief and true open mindedness of the teacher the children benefitted from what I hope will be moments in their education that will stay with them forever. “We had to do loads of challenges- we had to start writing stories and use a story to make into your own adventure- and do pictures and use material [fabric] in the classroom as well. It’s not what we usually do at school, because usually we have to do Work.” Earlsdon Primary whole school curriculum development, the creation of Professor Plus and his adventures to help teach maths. I worked with KS1 at Earlsdon primary and benefitted from an environment that was already tuned into creative approaches to learning and developing environments to promote this. Here the open mindedness of teachers and children meant I was able to challenge my own creative practices further. Most significantly the creation of a fictional construct sustained the investigation of maths for a year 2 class over six weeks. The Creation of Professor Plus a character the children only met through video or voice recording entered the children into a world of the imagination where they became maths explorers ready to save the world through their brilliant understanding of maths. For me what stood out on this project was the schools willingness to allow children’s education to develop through enjoyment and play. To use creative experiences as a stimulant for classroom development. All work we planned together was further explored between sessions in the classroom and this fully immersive approach meant the children gained maximum benefit from my time spent with them, stirring up new problems and adventures, and did I notice I wasn’t afraid of maths anymore!!

St Lawrence’s Primary how the creation of a performance of the Jungle Book equipped the children with a sound understanding of the Victorian era and a passion for history. This project was another opportunity to use dramatic investigation to create imagined first hand experiences of a different period of history. Who knew that a classroom based mine shaft could tell us so much about the conditions and treatment of poor children. And who would have believed that a simple performance of the Jungle Book would bring together a whole school community in such an effective way. Methods

The Cre8us Way – Sarah Worth, Highly Sprung, January 2012

for sharing the creative journeys and outcomes of Cre8us projects are invaluable. Finding ways to communicate the developments and achievements of children made through often quite personal creative journeys can be difficult and sharing our Great Exhibition with other pupils and families of the children involved in our project at St Lawrence had the unexpected result of parents strongly advocating and lobbying for the application of a more creative curriculum across the school. I think my final words must be a lesson to myself to never underestimate the abilities of children when their creativity is set free.

Email: sarah@highlysprungperformance.co.uk

Website: www.highlysprungperformance.co.uk

Phone number: 07810263355