What should a good education be like?
Artists placed an emphasis on process
Process was not seen as opposed to outcomes, but as important in its own right and as the way to achieve high quality ends.
Artists wanted to stimulate curiosity and imagination
They often used provocative and unusual events and artefacts to achieve an initial ‘surprise’.
They used open-ended and challenging tasks to which young people could bring their own experiences and interests.
They asked questions to which they did not already know the answers and they listened intently to what children and young people had to say.
Artists wanted to encourage children and young people to go further than they thought they could
They encouraged the development of an ‘inner critic’ through regular and extended reflection and the use of ongoing multimedia documentation.
They regularly sought out audiences for work in progress.
End products were often very ambitious and of a different scale to that normally produced in and as classroom assignments.
Artists encouraged children and young people to use a wide range of media and resources
They did not ‘dumb down’. They drew on interdisciplinary knowledges and practices as appropriate to the task, not according to any imagined or ascribed level of competence.
They used secondhand and found materials, demonstrating the value of ‘making’ over purchasing.
Artists wanted all children and young people to feel pride in their contribution and achievement
They valued all ideas equally.
They often slowed activities down in order to allow initial feelings of fear and incompetence to dissipate.
They expected all to participate fully and do the very best that they could.
They placed a high emphasis on collaborative and team work, and enjoyment in shared practice.