learning through trying again, and again…and again.

Last November, I visited Barcelona. During my visit I went to the Picasso Museum. One of the paintings I saw was Picasso’s Las Meninas. The painting itself was fascinating, intriguing, based on Velasquez’s work of the same title. But it was the way the painting was displayed that interested me most. In the rooms surrounding the main work, studies and sketches of Picasso’s work towards the final piece were displayed. It was evidence of the process of making an art piece, but I felt it was also evidence of experimentation, trying things out, looking at what worked, what did not, and trying again until the artist had achieved what he was after. I was reminded of this process of art making, the trying and failing and trying again, that is so necessary in making, during my visit to Childwall Sports and Science Academy in Liverpool.

As Becky Parry wrote about her own research visit here, the murals and art displayed all around the school is incredibly inspiring and impressive. There is a riot of colour, murals connected to subject themes, and student work on a variety of topics. The students I spoke with identified these public displays of art as proof that their school values the arts. It also meant that their own, older works were on display for other people to see, something they were not necessarily that comfortable with. The students explained that they didn’t necessarily enjoy seeing their work up (although it did make them proud), because they were now doing better work; work that they could see showed their progress as artists. They were therefore inadvertently able to see progress clearly because their older work is on display.

Students were also aware that the process of making progress in art allowed them to experience failure in a way that was not necessarily negative (or not necessarily failure) and contrasted strongly with other subjects where there is often a ‘right’ way of doing things.

In a conversation I had with Year 12s, the students explained:

 “It teaches you not to be afraid to fail. You have to fail to get better.”

“They [the teachers] encourage it. They want to see you do something wrong than you always get it right and never improve.”

I thought these ideas summarized what is so great about art in school, and is what we often forget when we look at art in a gallery. I found myself thinking about my conversation with the Year 12s at Childwall while I wandered through the Roy Lichtenstein rooms currently open at Tate Liverpool. Art teaches students that it is okay to fail, to not get things totally correct the first time, and to have the courage to start again. Later, when I looked properly at the flyer I had picked up from the Tate I laughed. The flyer is designed as a comic and on the front sat a frustrated Lichtenstein with the caption, “It’s not good. I need some inspiration.” This, I felt, was the crux of my discussion with the Year 12s at Childwall: art requires frustration and perceived failure on the part of the artist in order to improve, to achieve the vision that they have. Even great artists try multiple things, creating studies in different colours or techniques, before they create their final piece (the one we inevitably see in the gallery). Art teaches you that this process is okay.

Surely we should be encouraging more people to take arts subjects rather than less, so that we mould resilient young people, comfortable with failure, ready to navigate our complex world? This was certainly the approach I saw at Childwall. It is something to aspire to, I think.

where’s that going to get you?

unspecifiedK2AFBXBZ

 

unspecifiedF62B22SWIn many of the schools we have visited, students complain about the ‘where’s that going to get you?’ question. This question refers to their choice of art, drama, music, dance or photography as a GCSE subject. If we follow the question’s rather literal logic we might expect all students who have taken History to become Historians. Putting our collective understanding of the global employment context (or lack of it) aside for the time being, the ‘where’s that going to get you?’ question seems to have had an unexpected impact on young people. The 24 young people we meet in each of the thirty schools we are visiting, seem pretty clear about the value of the arts to their lives and refer to their own developing self expression, independent working, ability to take risks, collaborate and time manage. They also talk about personal growth and learning to empathise with the views of others in order to see the world from different perspectives. Whilst there is clarity and consensus about the value of art education, the students’ do not always have a similar breadth of knowledge and experience of the types of careers available to them as a result.

At Childwall School the range of partnerships with artists, creative and cultural institutions, such as the Tate, and universities directly addresses this issue. Students show an awareness of a wide range of future career possibilities and an awareness of the need to participate in creative communities in order to make important connections with art and artists in their city.

This ethos seems to emerge from the school, whose large scale public art and extensive murals create a sense of belonging as well access to art in the school itself. As Head of Art Chris Tyrer states:

We’re trying to get our pupils to buy into the idea of creating something and yet, if we are just telling them how to do it it’s completely different to them seeing something that is going to inspire them. For me if they are not inspired and they don’t see things in a real space then we are doing our pupils a disservice.

An appreciation of the wider ‘scene’ of arts practitioners in Liverpool has clearly made an impression on one student Alex Owens who describes himself as a Designer Maker and is a current student of Design at Liverpool Hope University. Alex works as an art technician at Childwall on a voluntary basis – he loves the place and is totally committed to it. I asked him why:

We once came up with the idea that it is a sense of belonging. That we should be here.

Alex also has a shared space at Bridewell studios which he says is great for students because it is so cheap. He describes how his teachers encouraged him to seek out interesting places to develop his ideas, as well as allowing him to retake exams and supporting him with university applications. Although he isn’t from an arty family he was often in a welder’s workshop with his Dad and is now already establishing himself as an artist. Alex finds Childwall an inspiring place to work and is unafraid of trying new approaches and materials:

I see new ways of making something every day. For example, digitally making via 3D rendering software and printing some ink via computer on to a T-shirt or piece of material.

To find out more about Alex’s work contact him on: alexowens13@icloud.com

The assumption in the question ‘where’s that going to get you?’ is that young people who do arts have little chance of ‘becoming an artist.’The impact of creating school spaces where young people work as artists and alongside artists therefore reflects and refracts this question in some thought-provoking ways.