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Change children Creativity Discussions Education Family Listening Opinion stories Story Telling Writing

Music is Music

This afternoon, I entered into a Zoom meeting with composer and musician Tayo Akinbode, hosted by Z-Arts. Being a storyteller, can be a lonely process and we are living in a lonely time, so it was great to hear about how Tayo creates music to tell a story.

One of the thoughts that regularly swills around my head is around the difference and similarities between working with children or adults. It’s a question I get asked regularly moving between these different groups that I work with. It leaves me a bit stumped as other then a slight modification of language, there is no difference. Children laugh and so do adults. Adults struggle crossing the creative threshold and so do children. Both children and adults want to hear and tell stories. So it is a relief to hear someone as experienced as Tayo say ‘I wouldn’t dumb down music for children.’

I have finished writing the story of my family ancestors. A project I was inspired to start after working with Emily O’Shea company, On The Border. I am now in the process of editing the story into an audio experience and it is a relief to be piecing the story together. The writing process has been difficult. The vision I sat down with was to create a piece of audio storytelling about my great-grandparents. They were performers at the turn on the 20th century who went on to manage some of the first variety cinema’s in the country (a mixture between Music Hall and Cinema). Before I sat down to research, this part of my family had mythical qualities. I wanted to use Music Hall numbers in order to help tell their story. I wanted this to be a piece for family audiences. Something that could be enjoyed with everyone – an intergenerational activity. That you could listen at a distance together with your elderly granny who is shielding and your 8 year old nephew who is home schooling. That it would open up conversations about family stories in a way that I could not have with my own grandparents. I was going to use this idea to develop my creative practice, to experiment and play.

But the doubts creep in. Will children get this? Is the music too bawdy? Am I just inventing truths that I cannot find? Is this material appropriate for family audiences? Nothing kills playtime like doubt and nothing makes experimentation more pointless then isolation. So thanks to Z-Arts for providing connection and thanks to Tayo for grounding me and reminding me that children are no different from the rest of us, which in my wobbly, lonely, creative moments I forget.

Solsbury Hill

I grew up in Reading and we had family down in Bath. When we drove down to see them in Bath, my Dad would play Peter Gabriel’s albums. We loved the track, Solsbury Hill. We used to drive past Solsbury Hill on the route to see our family. We used to climb up it (when you could). We loved that song. We’d ask for more Peter Gabriel. We’d listen Red Rain, Don’t Give Up and Games without Frontiers. We did not hear the loaded political meaning in these songs. We didn’t here the meanings that I as an adult now hear. Tayo told us today ‘Children like Music.’ Its a simple statement, but it is an easy one to make. No matter how much I see my children request Michael Jackson (their Dad’s favourite) or sing along to Fleetwood Mac (Rumours is my go to Album), in my artistic process my lived knowledge gets crowded out by my doubts over how to execute an idea. I managed to create children into something ‘other.’

That is why I love working creatively with children. They remind me that we are all not that different from each other. I’m looking forward to Z- Arts opening their doors again so I can be reminded of this by the real child experts, the children themselves. Until then, I will keep going. Clumsily put one foot in front of the other.

After all music is music to be made, all stories are stories waiting to be told and all humans are humans waiting to be heard, no matter their size.

This project am I am working on has bee made possible by funding from the Arts Council Emergency Response Fund. The funding has allowed me time to develop my skills, conduct research and connect to other artists. My thanks go to Z-Arts for providing free access to these conversations and understanding that these conversations are needed.

Categories
Change children Creativity Discussions Education EYFS Opinion

Cultivating creativity in Children

There is truth that artists are encouraged to access their inner child to cultivate their creativity. I am sure that you have heard this or something along those lines in the past. I get where it comes from. As artists we need to have intuition, knowledge, curiosity and a playful approach to our creative practices. However this phrase does a little disservice to children themselves.

Around the country and maybe even the world, there is an uptake in home learning. There is an understanding that children need to be practicing something creative. It will be engaging, they will have fun and they may even use some additional skills that will bring in the more formal elements of a child’s learning. Those elements that as a society we seem to prize above all other things – English and Maths! Oh, for a dismantlement of this structure. However this is not the blog that I am going to write.

Picasso and Lennon, two of the biggest creative talents of the 20th Century, told us that all children are artists. I am not going to disagree with them. I think we are capable of creating art, but there is a trend I have observed in children and adults alike, in my community practice. Whether we are making maps, retelling tales, meeting new characters, writing lists. Whether they are 8 or 80, a blank page empties the mind. Everyone is full of fears and doubts that block imagination and stamp the message on the inside of their forehead “Art is not for you.”

The thing is because artists are encouraged to access theor inner child and because we have all seen the quote art ‘Every child is an Artist”, which Picasso may have not actually said, we seem to think that children can create something out of nothing.

Children are not creative machines. No one is. It takes time, space, love, inspiration, commitment and play to create. That is all tiring. Sometimes we need to rest, reflect, dream. The truest thing I know as a community artist is that we are all capable of creating with enough encouragement. So what have we all discovered in our creative fervour that has been poured out since lockdown begun in March?

I have found that my expectations on my own children are not what I have for the children I teach. In the early weeks of lockdown. We made rainbows and dragons and mermaids and masks and puppets and pictures. We made them and then they were abandoned. They clutter up the corners of our messy home, gathering dust. I quietly slip them into the bin, a crafty craft post bedtime cull. These outcome based activities passed the time. Sometimes we were really happy to do these tasks and sometimes we made things with my parents over video chat and sometimes we were very cross when we created. I see now that it is forced. I as a maker would find this wearing to never control what I create. I wouldn’t feel proud all the time. I wouldn’t always be interested. If this was my exposure to creating, I would feel very controlled.

Crafting is important. Through doing this we learn how to cut, stick, stitch, sketch, tie, weave. These are important skills for children to have and skills that children don’t get a lot of time to practice once they are in the confines of the National Curriculum. It is vital that children get this practice in. But copying a craft made by someone else is not necessarily a development of our children’s creativity.

So where is the balance? What is the answer? We have to find the mid-ground. We have to provide the opportunity for our children to create. We have to listen to our children and follow their interests. We have to expose our children to ideas. The good news is that ideas are everywhere – games, tv, books, magazines, the natural world. We might have to provide some materials for our children to create with. We then have to let children own their process.

One of the things my youngest daughter loves is her torn paper. We have a box of scrap paper. This box includes old leaflets, envelopes, packaging. If we cut something out of a clean piece of paper we put the cuttings we don’t use into the paper box. But this is not the paper my daughter is interested in. She found some paper from a pastel coloured paper pad. And she tore them up. She stored them in a basket. She places them in little piles on the battered lid of an old gift box. She sorts them very neatly. They’re her cupcakes that she’s made or food for her animals or insects in her garden. It’s annoying at times, to trip or slip over this. It looks a mess. I could dismiss this as rubbish. Tell her to stop tearing up the new paper and use the communal torn paper box. TO STOP LEAVING IT ALL. OVER. THE. HOUSE. If I did this, I would be shutting her off from her creative practice.

The good news is we can all aid children to be creative, but we need to stop expecting creativity to pour out of them. We need to understand that the barriers we have to creativity, are the same barriers that children have. We need to understand that for as long as we focus on products above processes we aiding the shutting down of our children’s creativity. We need to understand that we will never innovate if we are first not inspired to do so.

‘People. Just the idea that the individual is capable of looking after himself, that we don’t need centralized government, that we don’t need father-figures and leaders, that every child is an artist until he’s told he’s not an artist that every person is great until some demagogue makes him less great.’

The actual quote by John Lennon, said in response to what should replace society’s hierarchical model of functioning- Penthouse Magazine, 1969.

If you are someone who sweats at the word ‘creative’ and feels it is a word so utterly other to you, you are allowed to not use that word. Try ‘experiment’ or ‘play’ or ‘investigate’ or ‘build.’ You have all the intuition to lead your child towards creativity, and knowledge will come with practice. If you’re in doubt as to where to begin, go for a walk and let your child lead you.

Categories
Creativity Education EYFS Playology Story Telling

Little Red Riding Hood – Wolf Mask

I have been working with Z-Arts and Crumpsall Lane Primary School in Manchester, creating story telling pieces for the schools reception class. Its been really wonderful and tomorrow we go into our third week of the project based on the collections of Brother’s Grimm, and this week we are looking at Little Red Riding Hood or as Bro

Little Red Riding Hood
Little Red by Felicity Goodman 

ther’s Grimm called Little Red Cap.

This story has been re told and re told and re told, and I have a strong suspicion that the children will be very familiar with it. I think that each week they have bought there own colour and magic to the stories we have looked at (Musicians of Bremen and Hansel and Gretel.) That is why working with these traditional stories is such a gift because they can be re told in so many different ways. As a story teller, I love the immediacy of the retelling. The audience being very active in shaping how the story looks and feels.  These stories are so beautifully simple but it is quite easy to overlook them.

I also provide lesson plans in arts crafts for further exploration of these stories in the class in the week that follows. I’d thought I’d pass on one of the craft exercises in this weeks lesson plan. You can never have too many resources available!

 

Wolf Mask

Wolf Mask Template
Template for Wolf Mask

First things first, copy the above template for each of the components in the mask and cut them out. I made the mistake of putting it all together before I coloured it in, which made it much harder to build, the above image is on an A4 piece of paper. You could print it directly onto card if you’d prefer. An extra task for the children , could be to draw around pre cut provided templates and see if they could get them to fit it onto a sheet of A4 card.

The decorating is worth spending time on as the masks look so much better as a result. I kept my decoration very simple and only used felt tip, but I think the mask would come alive even further with some fake fur or felt or if the teeth were very shiny….

Stick the front and the back thin pieces together. I used masking tape to stick the pieces together, that way I can adjust easily to the circumference of head that is resting on. I then
took the nose piece and folded along each of the dotted lines.

FullSizeRender

I attached part one, by folding over the top of the front piece of headband in the middle of the ears and secured with tape.

I then attached the mouth piece behind section 2 of the nose and then the tongue behind the mouth.

Nice and straight forward. Now you can howl at the moon and be big, bad and scary!

Be sure to Tweet or Instagram the results!

 

FullSizeRender_1
Other yoghurts are available, but this one is SUBLIME!

Categories
Creativity Opinion Playology

Playing?! Kids Stuff….

Play is a significant part of who we are as people. In fact, it is through play that humans are wired to learn. I love playing. I could play all day. I love games and songs and stories and dancing and make believe. Make believe is the best part of everything ever. But why is pretending to be a golden unicorn with ambitions to be the World Salsa Champion deemed as less then being a Doctor or a Engineer or a Fiscal Officer? I can see the significance of these roles in our society and I am not disputing their worth. They are in the hierarchy of professions though. They use our brains, in a way that we can quantify with money. Play is nothing in the face of medicine, technologies and finances. How have we got here? There are plenty of great thinkers who thought and still think today that play is an essential part of our make up. People at the top of the game in STEM subjects are saying that play is  important part of innovation and discovery. However even if I was the best person at pretending to be a golden unicorn with ambitions to be a World Salsa Champion and I mean the BEST, I still wouldn’t be taken serious because make believe and play? Well that’s just for kids!

golden_unicorn_by_yaizel
Basic Salsa, 1-2-3-4-5-6-7-8

Kenneth R. Ginsberg writes on behalf of the American Academy of Paediatrics, outlining some of the ways that Play is important:-

“Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master, conquering their fears while practicing adult roles, sometimes in conjunction with other children or adult caregivers. As they master their world, play helps children develop new competencies that lead to enhanced confidence and the resiliency they will need to face future challenges.”

(Kenneth R. Ginsberg, http://pediatrics.aappublications.org/content/119/1/182)

Most of us have a good understanding of the importance of play in our children’s lives. We look at the opportunities that we can present them with. We hear the generations above us groan about kids being kept indoors, playing endlessly at video games and watching rubbish on iPads while at the same time managing to do Dancing on Monday, Choir on Tuesday, Art on Wednesday, Spanish on Thursday, Football on a Friday night and then Mindful-tots on a Saturday morning. So our kids are either doing too much or not enough??

Ginsberg talks about both of these things in his article and tells us that Parents are being fed ‘carefully marketed messages’ that children need every chance to be their best through parents buying a variety of toys and materials and making sure their children go to a range of activitities. Parents are not only being told that this is good for their child, they are also being told that this is the definition of a good parent.

It’s hard though, to work out what is ‘right’ and ‘wrong’ and ‘good’ and ‘bad’. After all we are all new to it. We’ve not done it before. We’re sleep deprived. It seems to be working for others and don’t get me wrong some children do completely thrive in a bustling week. These classes are structured and adult led. There is normally no element of free play. The kind where kids play shop, or mermaids. Or have an afternoon tea party with their teddies or get to be the fastest footballer on the planet or the bravest explorer.

Free play that is child driven is essential to the development of negotiation skills and an opportunity for children to discover what they are interested in. For many adults, play is something done by those mini adults that walk around copying every gesture, phrase or grimace that we do. Play seems hard. We know all the rules. We have all the answers. We have pressures on our time to keep the ship running smoothly. We have an idea and we suggest it to our children and then what?

We all just have to be careful about why we are setting up activities for our children. What might we be missing out on by keeping everyone busy and on the move. Our children need it yes, but we, the parents need it too. We need time to learn about our children’s likes and dislikes, we need to learn how to socialise and share and negotiate. We need time to cool off and unwind. Our children need to see us do this so that they do it too. Finding our love and comfort in free play is as necessary for our children to witness, as our children doing it in the first place. Our kids won’t see the point in it if we don’t.

So playing? Playing is more than stuff for kids. We need to let our children play freely and get on board with them. Let them decide the rules. If you’re not sure what that entirely means, I want to take you back in time to the late 80s in the Goodman household. There we all are: Big sister (7), big brother (5) and I (3) in the fun loving hands of our favourite babysitter -Wendy. We are wearing a rainbow of shell suits. We’d just finished watching the Never Ending Story on BBC 2.

Big Sister: Let's play a game.
Big Brother: Yeah, let's play a game.
Me: I know a game.
Big Sister: Really?
Me: Yeah.
Big Brother: Bet you don't.
Me: I do.
Big Brother: No, you don't.
Me: Yes, I do.
Big Brother: No.
Me: Yes.
Big Sister: What is it then?
Me: Kangaroo
Big Sister: What's the rules?
Me: Whoever jumps the highest wins.

Big Brother and Big Sister exchange a look. 

Big Brother: Fine. I'll go first.

He jumps. Big Sister jumps. I climb on the sofa.

Big Sister: WHAT ARE YOU DOING? YOU CHEATER!!
Me: I never said that I couldn't jump off something.
Big Brother: Fine then, I will jump off this chair. And be higher then   you.
Me: NO.
Big Sister: What? Why not?
Me: THOSE AREN'T THE RULES.
Big Sister: What? Those are different rules for you then us.
Me: Yup.
Big Brother: Well that's not fair.
Me: (With as much 3 year old sass as I can muster) Well, its MY game. So it's MY rules.
Big Sister: Then I'm not playing.

Big Brother and Big Sister leave

kangaroos

As irritating as this must have been for my older siblings (they have never let me live this one down), that is what child led play would look like. Let your child invent new stories where there is the same line about a big fat pig running down your trousers in every other sentence. In fact, encourage it. Get them to tell you how things work. Enjoy them sticking 23 dinosaur stickers in exactly the same position, or pour out the glue so the paper disappears. This is them playing. Hang out with them and accept what they are offering. The world that will open up for you both will be a truly magical one. One where a golden unicorn gets to Salsa.

 

Felicity Goodman in a Voice Teacher, Playologist and Storyteller in Manchester, U.K. To find out more about her work please visit felicitygoodman.co.uk