Guest Post 2: Liz Clark “Why I do my job”

Amis doesn’t want to join in. He circles the room, sprinting as fast as he can whenever anyone comes close or offers and invitation to join in. This is day three of a five day project with children at Ashmount Special School part of a Paul Hamlyn Foundation funded project called Unlocking the World by Attenborough Arts Centre. Amis is on the autistic spectrum, his Individual Education Plan says that interaction is difficult for him. Today I start with some sensory stories – we’re on a boat, we’re out at sea, rocking sliding, rolling. None of it appeals to Amis who shows his indifference to it by staying at the edges of the room.

But then something changes. The teacher and LSA’s in the room notice a shift in the atmosphere. I have brought out enormous garden tubs, each one stuffed full of sponges of different colours and textures. Amis walks over, has a look and walks away. I move the buckets into the middle of the room, Amis comes back, has another look and then walks away. I move the buckets elsewhere, perhaps subconsciously knowing that Amis is at least vaguely interested in the offer of a tub of sponge. Emma, his teacher, suddenly declares “he’s following you Liz” and I notice that this time, as I put the sponges down Amis is right behind me. This time he steps into the tub of sponges and then steps out. I move the buckets again, and Amis follows, stepping in and out 4 or 5 times. On the last time I step in also and he looks at me, steps out and then retreats away.

I repeat the action and so does Amis – this time I sit in the sponges, and so does Amis. The tub is full of yellow sponges. I tip and tilt the tub with Amis inside, and he smiles. I feel a rush like rollercoaster, the exhilaration of connecting with a child who has autism. I tip him out, and he rolls out along the floor with about 40 sponges. Then he picked them up meticulously and puts them back into the tub and gets back in. I offer him different coloured sponges but he’s not having any of it, each blue or pink sponge that is put into the tub is rejected. He carefully sorts and chooses until only yellow ones remain. We squash, we roll, we slide, a conversation made up of our hands, feet and faces. Some of it is my idea, some of it is Amis’. We’re journeying together, making a new experience, creating it afresh, it’s a collaboration.

I pull a sheet of white lycra over our heads and again Amis smiles. His feet are now sticking out of the bucket straight into the air. I waft cool air onto us both and pull the lycra over and around us. Amis is very calm, very content and smiles a lot. Staff are busy writing on post it notes… a number of staff write the same observation about Amis and then realise that they have both clocked the same thing. Everyone feels boosted and confidence rises.

I look around the room, it is a carnage of sponges, lycra, brightly coloured plastic tubs and bodies pulling, rolling, hiding, sharing, communicating. The session ends 25 minutes later and a teacher writes “Amis has been 100% engaged; initiating, copying in the sponge tub play. Job satisfaction? A big fat yes….

 

 

Guest Post : Liz Clark

 

Atelier is the French word for “workshop” or “studio” where artists and students can work together producing pieces art.  In the Reggio approach to education the atelier studio is equipped with a variety of open ended materials that gives children a change to explore, experiment, express themselves, make mistakes, follow through an idea, plan and then create and share ideas with their peers.

The studio offer lots of ways for children to interact and explore, there is no right or wrong way for them to do something. This means that they can find their own way of working, their own preferred materials to use and their own ideas to follow.

 ‘Our image of the child is rich in potential, strong, powerful, competent and, most of all connected to adults and other children.’ Loris Malaguzzi

My role as a Sensory Atelier at Ashmount Special School is to introduce new concepts, materials, music to the children, to spark their curiosity and creativity and establish a new explorative way of learning.

“A place to represent the world in many different ways…

A place for creativity, imagination and exploration…

Of provocations and challenges

Of tenacity and problem solving.”

‘Atelier’ by Patricia Hunter-McGrath

In a traditional Reggio setting the provocations are mainly the visual arts, and the atelier steps back and observes how play unfolds, joining in at carefully chosen moments. As a dancer I’m interested in bringing the moving body to these journeys of discovery, using the body as an invitation, a provocation. What’s interesting about the moving body is that it’s an invitation that children take up gladly.

We can’t under estimate how fertile this invitation can be. For children who seem ‘in their own world’ it difficult to break into that place and to begin communication. But the body speaks, conversation can be had, senses can be explored and art can be created through and with the body. It’s exhilarating, making that connection with a child, taking that journey together…

 

 

 

Week 1

The children and staff at Ashmount School have been discovering new and exciting ways to Unlock the World with dance artist Liz Clark, form Turned On its Head. During the residency, Liz has been transforming the school hall into a mobile Sensory Art studio. Sessions start with a clear space with a large screen and giant beanbags. The students and staff are immediately bought back into the creative space by being invited to watch footage and images of themselves from the previous day. This gives everybody a unique sense of themselves and insight into the individual creative risks they each took. Everyboimg_0670dy seems really intrigued and is enjoying recognising themselves and their peers.

“Look that’s me look at what I’m doing”

“I’m swinging”


As the session progresses a range of different sensory materials are gently introduced. The children are given time to explore each sensory material and develop their own individual interests and way to discover the material. Accompanying the exploration is Liz’s unique form of contact improvisation which uses physical touch and movement to cognitively reassure and affirm the child.

The groups have explored the properties of squidgy sponge, stretchy Lycra, shiny foil, cardboard, hard buckets and comfy cushions. They have been experimenting with their own bodies and how they can move, stretch, swing, spin, run and hide in these materials. There have been so many delightful experiences as children make their own discoveries for example:

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One child hides completely within two buckets: “The amazing disappearing Jack”

Another child rolls himself over and over in a long piece of white lycra: “Im a zombie”

Another child giggles happily as she is been swung to a fro in a giant piece of lyrca and signs over and over again: “More”

Another child is delighted by the sound and vibrations she can make when a bucket is on her head. This develops into a game.

 


The daily sessions have allowed the Artist, Liz to build relationships with children and img_0808staff and as the week has gone on the children and staff have been more and more confident to take new risks. The sessions have allowed the children and staff to begin exploring quite a different approach to the school day and although it’s all new and potentially daunting, everyone has embraced the project with open arms!

Liz has been able to build on children individual interests and fascinations and develop the sessions to include more of what those were. Being encouraged to follow the children’s motivations and patterns of play has been an affirming opportunity for all involved.

“It has made me realise that the children need more time to explore” KS1 Teacher

It’s been very clear that children and staff are having a lot of fun playing and learning together!

“I think everybody has taken something form it”

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Project Lift-Off!

It’s set to be an exciting couple of weeks with lots of stretching, rolling, feeling, swinging and exploring as this week marks the start of the project’s first school residency! Liz Clark, a dance artist from the company Turned On Its Head, will be working with pupils from Ashmount School for the next fortnight. Her sessions use child-led improvisation as a tool for creative learning in a way that does not raise stress levels yet engages curiosity and develops self-esteem.

We will be updating the blog with photo updates shortly, so keep checking back.

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Groundwork

In preparation for the project lift-off this September lots of exciting things have been taking place at Ashmount School, Ellesmere College and Attenborough Arts Centre. We have been making sure that we are all ready and that we have laid solid foundations so theIMG_5780 project can flourish. Firstly, our Project Coordinator, Manya, visited both schools to meet with the staff involved in the project. She presented the aims and plans for the first year as well as answering any queries that the staff had about Unlocking the World with their students.

These sessions were invaluable as it gave the schools a chance to fit the project into their already hectic schedules and allocate key members of staff, sIMG_5751tudents and dates for the upcoming year! Accompanying Manya on these visits was Liz Clark, our dance artist from Turned On It’s Head who will be working with both schools next term. This enabled the staff to see video clips of her work and gave them a taster of her sensory approach to dance and creativity.

A few weeks later, it was the turn of the school staff to visit Attenborough Arts Centre to receive their Arts Award Training, and see the galleries and spaces that they will be bringing their students to in the future. This was again a thoroughly positive day that enabled the teachers form both schools to share ideas together and begin to plan creative input for their Arts Award next term in a different environment. IMG_5880

Both schools have registered with ArtsMark so that they can embed the project in a wider vision for developing creativity across the schools.

Sensory sleepThe term ended with an exciting visit from Liz to Ashmount to explore and plan with the staff and children she will be working with ahead of her residency. In character as a post lady she delivered ample quantities of sensory materials. This allowed Liz to watch how the children responded and gave her an invaluable insight into their interests and fascinations so that sheAshmount Feet can extend and build on these during her residency.

Now all that is remaining is for the students to return from their summer holidays to start on their journeys Unlocking the World through art!

 

 

 

Welcome

“Experiences of curious investigation, belly laughter, triumphant achievement, heartfelt tears, satisfying discovery and full bodied engagement with the smells, textures and messes of the world”. Ann Pelo, The Language of Art