PROJECT TITLE: The State of Things -Chemical and Physical Change

Creatives Name: Anne Gee

Creative Practise visual artist

School: Winthrop PS

Teacher: Rachel Bailey

Year Group: Year 4

Number of students in the class: 32

Main Curriculum Focus

Science - Chemical Change, Materials fit for purpose

Cross-curricular Links:

Visual Arts  - Materials and techniques

Design and Technology - Designing and making processes

Main Objective of Term

1. How can children use household materials to explore and observe chemical changes in the creation of artworks and sculptures?

2. What are the effects of chemical changes in pigments on artworks and sculptures, and how can children incorporate them into their creative projects?

3. How can the concept of oxidation, specifically using iron filings and vinegar, be utilized to create rusted textures on different surfaces, and how can these textures be integrated into sculptures or artworks to enhance visual appeal?

”We kept hearing about this each week. He was so invested. We even had to change my son’s orthodontic appointment so Creative Schools wasn't missed.” (Parent)

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Project overview

Term 2

We were looking at Chemical Change as a concept to explore. We introduced students to the world of science and creativity. By understanding how substances could undergo chemical changes, children discovered new ways to create original artworks and sculptures.

Exploring chemical change started with simple experiments using household materials. By experimenting with common household substances, children also explored chemical changes through the use of specific art materials. For instance, thermochromic pigments changed color with temperature, allowing children to create artworks that transformed when exposed to heat or cold.

They explored the concept of oxidation by using materials like iron filings and vinegar to create rusted textures on different surfaces. They then incorporated these textures into their sculptures or artworks, adding depth and visual interest. The aim was to promote scientific curiosity while also nurturing creativity and encouraging students to think outside the box. By combining scientific concepts with artistic expression, children created unique and captivating pieces that showcased their understanding of chemical change.

Term 3

Building upon the knowledge and skills acquired in term 2, we guided students in the exploration of bio materials and their potential role in safeguarding and promoting the conservation of the turtles residing in the Melville wetlands near the school. By harnessing their ideas and creativity, we aimed to deepen their understanding of how innovative materials could contribute to the protection of local ecosystems and wildlife. Through hands-on projects and collaborative initiatives, students had the opportunity to develop practical solutions that addressed the specific challenges faced by the turtle population in the wetlands. This engaging and meaningful endeavor not only empowered students to make a positive impact on the environment but also fostered a sense of responsibility and empathy towards the natural world.

“It has more creativity than normal lessons. It has more figuring things out for yourself. Then you use your skills in a good way. It’s like a variety of subjects all together, not just one. I notice that you don’t get to always work with your best friends during Creative Schools, but that’s ok, you get to make new friends. People are smiling. Everyone when they did the balancing activity was jumping up and down when they got their sculpture to balance. They were so happy.” (Student)

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How did we make the curriculum come alive?

By presenting a broad range of fun, hands-on and explorative workshop sessions that lead to follow up discussions that linked back to our core focus of chemical change and materials fit for purpose.

“I knew this was an impressive program from our daughter’s weekly accounts - however the final presentation day was mind blowing  - I sent my friend who is studying teaching along to see it as a result - she too was blown away and took many notes and spoke to Anne Gee on the day.” (Parent)

Other lessons we are meant to do one specific thing. In Creative Schools we can do anything.” (Student)

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How did we make the 5 Habits of Learning come alive?

The 5 Learning Habits wheel was presented alongside an owl drawing as a metaphor to illustrate the Habits and discuss what they mean in action.  We looked back over the term at all previous activities and at which of the Learning Habits we had identified each week as our main selection. Most warm, up sessions included a quick group interpretation of a Habit be it a body sculpture to represent resilience, a mimed tableau of cooperation, 5 min lego sculptures depicting discipline. Students compared differences and their own patterns and habits personally recorded each week. We asked - “are there any habits you seem to easily use each time?” “Are there habits you seem to avoid or use less often - why?” We have been visually representing these habits by using the ‘habit sticks’ – which have engraved habit names on them – as well as the habit pegs that delve deeper into each habit. We touched base on these at the end of most sessions so that students could represent the main two habits used each session.

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How did we activate student voice and learner agency?

The students had had little exposure to the 5 habits language previously with only one or two students being involved with the program last year. However the class quickly picked up the language and were able to articulate their own interpretations of each. While elements of the creative mini projects presented each week had a clear agenda and focus  - individuals and groups were given the freedom to select specific areas of personal appeal which stimulated self-generated intrinsic motivation. Student voice and learner agency was supported through groups discussion and decision making, journaling and our reflective sessions with the 5 Habit sticks. Students talked about; what learning is, what learning looks like, what was difficult and what they had enjoyed about the process.

“Amazing. It teaches me all the creative things I can do. It teaches me to be calm and patient. It helps everyone stick together.” (Student)

“The students have started to solve their own problems. They are asking clarifying questions rather than just asking how to fix things.” (Anne Gee)

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WHAT WAS THE IMPACT?

By the third week, students began to shift away from asking, "How do I do this?" as they discovered that their unique methods were valued, as long as they had given it thoughtful consideration. There were noticeably fewer students who hesitated with statements like, "I can’t do this," "I don’t understand," or "Is this going to be graded?" The recurring question of "Is this going to be graded?" always elicits a subtle smile from me because, in many cases, the students' final creations, products, or decisions are far more visible in group discussions than the assignments they stress about that might reveal their learning challenges.

It appears they have moved into a realm where they feel more comfortable with the unease of trying new things, recognizing that errors are integral to the learning process. They have developed an appreciation for the cycle of thinking, experimenting, assessing, reflecting, and enhancing. I’ve observed that the teacher is attentively noting the varied responses from different students and seems genuinely intrigued by this innovative approach to classroom engagement. More crucially, she values the freedom granted to the class to delve deeply into this learning methodology.

Student:  greater comradery between students, student engagement/excited to participate in lessons and learning.

“I’ve loved it’s been eye opening to see different ways of doing things. The kids have been so engaged with each session. Working with Anne has been good. She has so many different ideas. I wouldn’t have thought to teach this way if I hadn’t gone through Creative Schools. You need the Creative Practitioner to help facilitate. The student’s engagement and their discussions mean that they are more involved. I’m enjoying seeing their different ways of thinking. It has catered for my kids who aren't traditionally academic. It’s given them encouragement and they have really thrived during Creative Schools. They have all loved it.”  (Rachel Bailey/Teacher)

“In Creative Schools you get to use your imagination. It’s more fun than when we do things like maths the normal way. You use your brain in a different way. You take old things and turn them into something new. (Student)