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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 is 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 are targeted for inclusion in each project. Creativity is 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.

What was done and when?

The following information is taken from an observation at Christ Church Primary School, Walsall by NfER as part of the evaluation of the 2002 Impact Summer Schools. The observation was for the second day of the 5 day project, with 18 children from mainly Year 5 and some Year 4 (23 expected - 3 withdrew, 2 absent but to return). The group spent the first day with other groups at Walsall Art Gallery. The staff were the artist, a teacher and a classroom assistant from the school.

In this particular school, the artist had identified the theme of "The world we live in" and the children had chosen to work in groups round their themes of gadgets, fashion, cities and travel.

The sessions involved a high degree of decision making by the children prompted by extensive open ended questions and by the end of the day each group had developed a "picture language" to represent their chosen theme. These were drawn on to card in linear form using two colours of drawing ink and then a wash, in preparation for mounting on pillars. Techniques were explained before each session and all staff encouraged the children. The expressed project belief that the children can work as experts was particularly evident in the approach of the artist as he made it obvious that he valued all contributions. The day ended with a discussion of the work done, the objects that the children were going to bring in for the next day and reference to the website which the children clearly were interested in.

What has the impact been?

The artist, teacher, classroom assistant and 3 children were interviewed.  The artist commented: "This project allows them to see Art as a method of being empowered. So far I think that they have overcome a creative mental difficulty that all children have, to free themselves up about how to invent images. By the end of the project I hope/feel that they will have made something very special to them as individuals and as a group – a testimony to the creative spirit".

The finished product can be seen on the impact website alongside a logbook kept by the artist.

The children made the following comments:

• "It’s good to have a long time at something – it doesn’t finish like a lesson."
• "It’s not just Art you know, it’ll increase our imagination to write stories – like I might do a gadget story like James Bond".
• "The Gallery was good – it was your decision what was good or not – not just him giving off thinking of himself".

The classroom assistant was also convinced of the value of the project and particularly mentioned the impact that she thought the "shrine" would have in September when the rest of the school returns. The group had developed their own identity and referred to themselves as "The Arty Crew".

The teacher described the challenges that many of the children faced and the way in which the school had targeted some disaffected children and those who they thought would most benefit. She commented:

"The work that they are producing will undoubtedly raise their self-esteem. The level of concentration and the quality of the work has shown me that the extended time on Art pays off - having the professional artist has made all the difference".

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