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What was planned?

This particular Summer School was part of the overall Impact Summer Schools scheme in the West Midlands (See case study on Impact Summer Schools-West Midlands for more details). The overall aim was to affect children's learning at the end of Year 5, in preparation for their final and vital year in Primary School. Disaffected and vulnerable pupils were targeted for inclusion in each project. Creativity was seen as the key to unlocking individual potential. 
 
The objectives are threefold:

• Attainment-by treating the children as 'experts' with continually high expectations the outcomes will reflect that and have an impact on future work in school.
• Attitudes-the extended time with adults on such a concentrated project will affect their approach to relationships and their perception of themselves as individuals.
• Attendance-a positive experience will lead to higher attendance rates for full time schooling.

Each summer school has a resident professional artist, teacher, volunteers and classroom assistant, with 24 children. 
 
Each group works as a 'team of experts' to produce a unique permanent piece of art work/installation in the school. The impact of both the experience (process) and the longer term effect of the installation (product) are seen as significant for the individual and the group. 

A key element is the way in which a live website is used during the project to explain and display the work of each school. 

What was done and when?

The following information is taken from an observation at Beauty Bank Primary School, Stourbridge, Dudley by NfER as part of the evaluation of the 2002 Impact Summer Schools.  The group had spent the first day with another group at the Red House Glass Cone, a newly opened museum.

The project was planned round the horsetail plant - which involved looking at the way in which the plant had grown millions of years ago and formed the local coal deposits, a study of the structure of the plant today and a story of a horse in the eighteenth century ( a 'Horse Tale' - note the play on words) told round a lighted fire. The artwork sprang from these stimulii e.g. plaster casts that the children had taken and then made up from the Glass Cone and charcoal work using the horsetails as a scourer.

The first observed session involved the children looking carefully at their own horsetail plant with a magnifying glass. Skillful use of open-ended questions and prompts from the artist led to the children discovering detailed features of the plant and reflecting on the texture and sounds associated with it. This was then followed up with drawings of the plant which were based on their research.

Use was made of outside speakers - a coalman delivering coal on the second day and a speaker from Dudley Museum on the third day who brought horsetail fossils with him. The children were fascinated by the latter and asked many questions. This session provided the stimulus for the afternoon 3D work with clay - each child producing a piece that had to link in to their neighbour's piece, which obviously involved negotiation and teamwork within the group.

The installation was planned as a 'fire' made up of the casts, 3D work in clay and a cooking pot with horsetails. This can be seen on the impact website.

What has the impact been?

The artist, teacher, classroom assistant and 3 children were interviewed.

The artist commented:

"The project is a process of discovery - they are the scientists or the artists. It’s a way to ask questions and experience moments of insight. Success will be getting the children to realise the uniqueness of their experience of something which is equally valid. They will have made their own story within a fire".

The teacher confirmed the challenging nature of the group. Within the group there was a high percentage of single parent families, reconstituted families and a significant number from larger families. Some are disruptive in school and the project was seen as successfully channelling their energies. Some children were shy and withdrawn in the school environment and the project was perceived as affecting their attitude - "I've never seen **** smile before - watching her today, she actually smiled, she usually scowls. Many are disaffected and I think they will feel special when they see the finished product in the Quad".

The classroom assistant was equally convinced of the value of the project:

"I work with this year group and I knew they would benefit – it'll raise their self-esteem which is rock-bottom. The hands-on approach, particularly at the Glass Cone, is great".

The children had plainly enjoyed the experience:

"It's fun and it’s good to do Art for so long - the radio controlled fossil was great"

"I'm looking forward to the party on Sunday when it's all finished  - I'll be sad to leave it".

What was learnt and what were the next steps?

Schools will not be eligible to have a second summer school but each will be supported in applying for an 'Awards for all' grant to continue provision. For more information on the roll-out of the scheme across the West Midlands see the case study on Impact Summer Schools-West Midlands.  

Reproduced by permission of Dudley Metropolitan Borough Council