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© Arts Council England, June 2007 from different Written by Sally Bradley Design by Born Communication Photography by Nicola Richardson and Sally Bradley cultures and traditions Accompanying DVD by Jay Audio Media

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Welcome

The ‘Poetry project’ was conceived in the Spring Term of 2006 by Ernesford Grange School and Community College and Creative Partnerships Coventry to explore and develop ways in which more innovative and creative environments can stimulate the teaching and learning of poetry at GCSE, in particular the ‘poetry from different cultures and traditions’ in the AQA Anthology (Specification A).

'Two roads diverged in a This is your ‘rough guide’ through our journey in applying more creative wood, and I took the one less approaches to the teaching and learning travelled And that has made of ‘poetry from different cultures and traditions’. You may find that our journey all the difference.' Robert Frost takes a road less travelled than usual, but we believe our divergent approach has made all the difference to both our own confidence in taking risks and students’ engagement in their learning. 'One's destination is never a place, but a new This publication explains the reasons why way of looking at things.' we undertook our journey; how we planned Henry Miller and implemented various stages of the project; and how teachers, artists and students responded to the project. We hope that by the end of the publication, we will have inspired you to begin your own creative journey … wherever your destination may be. 'It's good to have an end

to journey toward; but it is We have included a souvenir for you from our journey in the shape of a DVD. The the journey that matters, DVD contains exciting snapshots from our in the end.' experiences and lots Ursula K. Le Guin of practical ideas, including detailed lesson plans and useful resources to help you on your own journey. A selection of must see highlights from the DVD are included in ‘What not to miss’ on pages 21-22.

Sally Bradley Ernesford Grange School & Community College (Specialist Science Status) Route finder

We have divided our journey into various stages to help guide you through the project:

Page 5 Climate change A climate for change in teaching approaches Page 6 Mapping The project’s purposes Page 7 Dates for travel The timing of the project’s delivery Page 8 The itinerary Teachers and artists talk creative lessons Page 10 All aboard Engaging the whole staff Page 11 Travellers’ tales Teachers’ and students’ voices Page 15 Domestic flights Developing English staff as creative teachers Page 16 International flights Cross curricular connections Page 17 Connecting flights Links to other schools Page 18 Revisiting Teachers, artists and students revisit the project in year 11 Page 19 Regular travellers Teachers’ commitment to continuing creative practice Page 20 What not to miss DVD Highlights Page 22 Thank you Teachers and practitioners involved in the project Climate change Mapping

A climate for change in teaching approaches The project's purposes

Our journey took flight from an increasing This was especially true for ‘poetry from To help us to clarify and map our journey’s purposes, we worked with our creative awareness that there was a climate for different cultures and traditions.’ Teachers advisor, Georgina Egan, and practitioners funded by Creative Partnerships. Our change needed in the experiences we regularly found that students were unaware lead practitioner and project manager was Jane Hytch of Imagineer, who came to offered our students, in particular with of and resistant to learning about cultures our department meeting to discuss our ‘wants and needs’. respect to the teaching and learning of and traditions other than their own. The poetry at GCSE. The students did not need to open students’ minds to the seem engaged with their poetry studies in richness of cultural diversity also seemed Through the meeting, we developed a shared understanding of the purposes of our class and it was an area where they felt especially important given recent world journey. We wanted to: least confident and were least successful events and the many new students in examinations. Teachers knew the poems entering our school from a range of ethnic • build on the successes of the • incorporate the project into a whole really well and students could show an backgrounds. Rootz Project, where GCSE drama school experience, with departments understanding of poetic techniques, but an students developed their personal other than English using the ‘poetry from interest and personal engagement in What we needed was to break down the understanding of issues of difference, different cultures and traditions’ to poetry study just didn’t seem to be there. It barriers and resistance to learning about culture and immigration; deliver their curriculum content; seemed that for a significant proportion of different cultures and traditions; to our students, poetry study was a foreign generate interest and enthusiasm; and • challenge students’ resistant • produce permanent and tangible land that they simply did not want to travel then to sustain and develop the interest assumptions about different cultures reminders of the more creative and to. It was distanced, uncomfortable and and enjoyment we generated. And so, our and traditions; innovative experiences generated that with little relevance or significance to their journey for more creative and innovative can be used as valuable revision tools; own experiences both in content and approaches to the teaching and learning of • fascinate, interest and enthuse language. ‘Poetry from different cultures and students about poetry; • evaluate the impact of the more creative traditions’ began … and innovative environments on • develop students’ capacity to link the teachers’ experiences and students’ poems from the anthology to help with learning by listening to their voices; comparison requirements in examination questions; •share our experiences with other schools; ‘Creativity is very • access the poems using a wider range • sustain, further develop and refine our much a part of our own of media that appealed to different more creative practices. cultural experiences. learning styles and interests; We inevitably express ourselves in a way that is • engage creative partners and teachers in deeply rooted in the culture co-learning to raise teachers’ confidence from which we come... in risk taking and to develop more In a multicultural society, creative and innovative environments cultures will inevitably mix for learning; Cre and intermingle ati ve Par (not always successfully). tne rships Creativity offers a way of Cov ent The ry finding positive links and Te chno C connections between the entre different cultures that exist Pum a Wa side by side in our society.’ y Cov Sue Cowley, Author entr y, Engl and Dates for travel The itinerary

The timing of the project's delivery Teachers and artists talk creative lessons

The timing of our journey was planned deliberately so that we could embed Jane Hytch and Georgina Egan organised Teachers and artists were given time to talk the important messages about cultures and traditions from our divergent an exciting and invaluable CPD session for freely about the collection of ‘poetry from approach to poetry study into a whole school perspective. the English department, who were given a different cultures and traditions’ before day off timetable to meet with various moving into groups to discuss in detail a artists from a range of disciplines. The day chosen set of paired poems. Poems had The starting point was ‘The Rootz project’, increasing personal understanding of the was built on the premise that teachers and been paired by the English department an existing Creative Partnership’s project, issues of difference, culture and tradition. artists would combine their expertise to prior to the day. All groups included at which brought together GCSE drama The day provided purposeful outcomes for work as equal partners, sharing creative least one artist. students and practitioners from the students as it linked the learning from ideas that would create a journey tailor Belgrade Theatre to explore the poetry to real life situations. made to the project’s purposes. The In the first discussion, groups explored the experiences of people from different identified aims of the day were… content, the different cultures and traditions cultures and traditions. presented, the meanings and ideas It engendered many successes in terms suggested, the particular uses of language of raising students’ understanding of and the similarities and differences difference and naturally served as a solid between the two poems. They then moved foundation to build from. To inspire teachers to on to explore different approaches that could be used to engage and enthuse approach the poems in a students in their learning of the poems. The final destination of the project was diverse and challenging Human Rights Day. Head of PSHE, way that allowed students In feedback from the morning sessions it Roger Brookes, used the opportunities a voice in shaping the ways provided by this day to build on students’ soon became clear that the co-planning in which they learn. had developed a range of innovative and creative approaches into the poetry: Students from Ernesford Grange performing as part of the Rootz project in 2005 • Media, particularly moving image, to approach ‘Blessing’ and ‘Night of the Scorpion’; To teach in the moment • Music and movement to access ‘’ ensuring creative and ‘’; spontaneity - to take risks • Art and Textiles to approach ‘Half-Caste’ and be prepared to fail! and ‘Nothing’s Changed’; • A combination of still images, sound and drama as a way into ‘’ and ‘What Were They Like?’

continued over page... In the afternoon the groups looked at how I really believe that the planning to embed ideas into creative lesson plans. All aboard The plan was that teachers and artists stages with artists helped me to would team teach their lessons on a identify ways around problems of specially organised ‘taster’ day. Lessons delivering lessons that don't seem to Engaging the whole staff for this day were designed to hook engage students. I feel I can students into their work on ‘poetry from confidently take more risks now in my different cultures and traditions’ by giving approaches. It's definitely changed the them an exciting taster of the range of way I will teach poetry forever. Before we launched the project with The twilight session created an students, we wanted to stimulate and environment that would immerse staff in a creative approaches on offer. It opened my eyes to all sorts of excite staff outside the English department carnival atmosphere of cultural diversity. more innovative things that we can Students would then experience a series of to get them energised and enthused about The room was decorated in rich fabrics ‘follow up’ lessons that built on the creative do that the students can enjoy and ‘poetry from different cultures and and adorned with a buffet from a range of approaches experienced during the ‘taster’ which still have valid and purposeful traditions’ so that they would want to build cultures and traditions whilst, traditional day. This would ensure full coverage of the learning outcomes. I will always use on students’ experiences in their own African music played in the background. As pairs of poems. movement, sound, music and art in lessons. staff arrived, they were greeted by the my approaches now. English department in the traditional dress Examples of some of the ‘taster’ and Claire Allen We pinned large, colourful, laminated of other cultures and traditions. ‘follow up’ lessons are included in your versions of a selection of poems to the DVD. corridor walls leading to the staff room. Our Staff then separated into departments with intention was to quietly invite staff to read, a member of the English department Collaboration with artists in the The collaborative practice from the day absorb and reflect on the ideas and attached to them. With English teachers provided an invaluable forum for creative planning stages was so refreshing... meanings conveyed. guiding discussion, departments reflected and innovative co-learning. Teachers from very rarely do we get the opportunity on their initial discussions of the poems. the English department found it to co-learn, collaborate, explore, share Directors of departments were then sent a They shared ideas about how their inspirational: and refine ideas in the planning set of the poems. We asked that they subjects could add to students’ stages; we normally plan in isolation. discuss the poems with colleagues in experiences in our ‘taster’ and ‘follow up’ What's more the offsite opportunities departmental meetings. We wanted them lessons. Ideas generated were truly meant that we couldn't be interrupted. to consider any ways in which they felt fascinating. their subject could offer some additional The whole day was devoted to talking insight into the poems. We were careful to creative lessons. stress that our intention was not to hijack Sally Bradley their curriculum content, but rather to explore ways in which other subjects could enrich students’ experiences. The English department's launch was a good way of drawing attention to A twilight session was organised to hook the project and giving staff an staff into the creative journey and to provide a forum for taking feedback from opportunity to feel involved. departmental meetings on how the poetry Helen W alsh, Design Technology could be used in other areas of the Teacher curriculum.

The English department's launch was so different to normal ways of launching new projects. It was a fun way to address a serious issue and got everyone interested in the topic of different cultures. The use of traditional food, dress and music was a brilliant idea to catch everyone's attention before serious discussions began. It really got people interested Teacher and it made you want to involve yourself in theCassie project. Lessels, Humanities Travellers’ tales

voices Teachers' and students'

An exciting assembly officially launched the project with students, after which all year tens were taken off timetable to immerse themselves in a full day of creative experiences. Students were organised into groups and visited each of the four creative ‘taster’ lessons delivered by teachers and artists, working collaboratively. Teachers and artists used the experience of each lesson to refine the creative approaches being used.

The wealth of creative experiences offered on the day allowed learning to take place on so many new, fresh and exciting levels. Students became more confident, more aware of themselves and others, and more engaged in their learning.

Teachers observed the fascination and value of the ‘taster’ day for students and their capacity to learn.

Staff and visitors from around the school commented on the good behaviour of the students. They were engaged and Year 10 student, enjoying what they were doing. The 'taster' alsh, Becki W lessons provided a cocktail of different learning styles that seemed to energise summarises the students in a positive way... even certain excitement generated’ day in students who we would normally consider from the ‘taster quite challenging were focused and her article for the interested. I don't think they felt that . school newsletter they were 'doing poetry', so the new approaches obviously worked their magic, opening students' minds and making them more receptive to learning about the issues raised by poetry. Sally Bradley

There was so much excitement built up during the day and students clearly appreciated the diversity of experiences being offered and responded with enthusiasm and commitment.’ Gareth Jones These student reflections capture the excitement of the day… It was well enjoyable. It was brilliant speaking to the artists from different cultures face to face as you could ‘FUN’ ‘INTERESTING’ ‘DIFFERENT’ find out lots about their culture and then it made me get ‘INSPIRING’ ‘CHALLENGING’ ‘REWARDING’ the ideas in the poems much easier. It made me look at ‘FASCINATING’ ‘REAL TO THE WORLD’ ‘RELAXING’ things in different ways and by doing this I now put more detail into my written work as I try to look at things from ‘EYE OPENING’ ‘CONFIDENCE-BUILDING’ different angles, which is helping me to improve my grades. Dionne Evans

The artists were very enthusiastic and so were the teachers. Everyone had fun. I I thought that when the artists got the think my confidence has grown because I teachers involved it helped us learn a felt I could give my ideas, learn in my own lot more as we were more interested way, express myself how I wanted to and and could have fun, especially when we have intelligent discussions in a relaxed watched the teachers make a fool of way. I think this will really help me with themselves!... When Jay Biggz did the Our opinions were really respected.’ dance it inspired me because of my speaking and listening in English.’ 'Limbo' Ideas from the poems were shown in a Josh Bedford Kealey Taylor the way he moved and how he presented different, but realistic way which I think is his ideas. I can relate his movement to important when you are trying to understand the patterns in the poem now.’ ideas. It was all real to the world, like with The Project helped me to work with other people in a Laura May the film making for team. I became more confident working this way.’ 'Blessing' relate it to our experiences ofwhere film.’ we could Evi Mina Karris Redding

I really enjoyed the way we moved around freely and It was good to see the teachers getting learned about the poems in our own way with the teachers involved and interested, doing the same and artists guiding us and not telling us what to do.’ things as us. It was like we were Hannah Considine exploring the poems together. Lewis Flavell Domestic flights International flights

Developing English staff as creative teachers Cross curricular connections

Following the success of the ‘taster’ day, the English department continued to embrace The creative journey of our project allowed us to establish a really positive, productive and the energy and enthusiasm generated for poetry study by delivering exciting ‘follow up’ reciprocal relationship between English and other subjects. lessons, leading up to Human Rights’ Day. Staff from other departments found that ideas from the poetry offered exciting opportunities Lessons were co-planned using the creative approaches that had been developed to deliver their own curriculum content in refreshing ways that built on and used students’ throughout the project and were shared between the department, creating a more existing knowledge. Many departments incorporated these ideas into their teaching to cohesive and consistent approach to poetry study. Each creative approach was applied to complement the ‘follow up’ lessons being delivered by the English department. pairs of poems to encourage students to see connections. Teachers from other departments really valued the opportunities created for their subjects by the project:

When we did the flip books of 'Blessing' and 'Night of the Scorpion'. I found it easy to spot similarities and differences in colour, images, ideas and pace of images by flicking pupils definitely developed new ways of I used the idea of text in Textiles by using through my books together. Everything stood out clearly. Yvette Wright thinking in the project. I saw this in the the poem 'Half-Caste' where students way they began to link the poems to their interpreted the words and sentences into The ‘follow up’ lessons were delivered without the support of creative artists, as food study... Work we did in Food colours, shapes, textures and images ... confidence had been gained through the supportive early phases of the project. We now Technology during the project can be This helped students with their work in felt secure enough in ourselves to move out of our comfort zones and independently used by pupils as coursework, which will English, as they approached poetry in a apply new strategies in our own classrooms. It became clear that our creative journey represent 30% of their final grade, more visual and tactile way... It was also was not just about students’ experiences, but also our own. if pupils want to submit it... We have such a great opportunity for us to have also used ideas from the work we did about six GCSE students get the chance during the project to create a new to work closely with two designers from Post 'taster' day, the immediate In the follow up lessons there was a real resource module.’ Creative Partnerships to design and pay back was great in terms of students buzz for studying the poetry that had been Dawn Newton, Technology teacher create two permanent installations.’ interest and involvement in the poetry lacking before the project. And that Helen Walsh, Technology teacher and ideas raised about different cultures. wasn’t just for the students, teachers I also realised that I was handing over were re-energised too!’ questioning and exploration to the Sally Bradley Students also valued the benefits of other departments engaging in our creative journey. students more than I used to.’ Many independently found links between their work in English and other subjects. Gareth Jones Students’ perception of poetry was undoubtedly shifting. It was no longer a solitary, remote island, infrequently visited, but an accessible, popular and relevant destination.

Students were given the opportunity to work with professional artists and to produce high quality artwork they could be proud of. Media students worked alongside professional The work on 'Blessing' helped me I learnt how to put thoughts about the filmmaker, Jay Langdell, to create a film of ‘Blessing’. Textile students worked alongside creative artists, Nicola Richardson and Marianne Taviner, to create two exciting to understand more areas of Media. poems into my work in Textiles and installations based on ‘Nothing’s Changed’ and ‘’. Some other students were I used my DVD for my production Art. What I learned from the project chosen to work with performance poet, Jay Biggz, to create a musical recital on CD of the coursework. Zoe Seth helped in my Textile and Art work and poem ‘Limbo’. what I did in Textiles and Arts helped me with my poetry work. Natalie Ancian Ideas in History and R.E. linked with These professional pieces of work are not only permanent reminders of the project, but also valuable revision tools. We hope that students in subsequent years will continue to messages about different cultures.’ Ben Morris build on this professional resource bank and that we can share these with other schools. Connecting flights Revisiting

Links to other schools Teachers, artists and students revisit the project in year 11

We are so proud of the amount of interest Di Foxon, who was Director of English In Year 11, students have revisited that our project has generated, not only at Ernesford Grange at the time of our their experience of the ‘poetry from within the community of our school, but project, has liased with a number of different cultures and traditions’ also in other schools in Coventry. schools embarking on their own creative Project using the impressive resources journeys in her new role as Language that they produced in Year ten. We have had requests for copies or Consultant for ‘Excellence in Cities’. viewings of the work produced by students. She has noted how ‘teachers from Nicola Richardson, who worked with Particular interest has been directed different schools across the city have GCSE textile students in Year ten, was towards the film of ‘Blessing’, poetry recital become equal travelling companions, invited back to school to work with an of ’Limbo’ and the textile installations on co-learning and sharing new ideas to English teacher to use the installations ‘Nothing’s Changed’ and ‘Half-Caste’. carry on the creative adventure.’ made during the project in a practical lesson. The lesson was co-planned by Some schools have been inspired to Schools currently engaged in the Nicola and the English teacher, building embark on their own creative journeys. Project at various different stages include: on the valuable experiences offered by the Some are currently in the process of • Ernesford Grange School co-planning stages experienced through developing new strands to the project to and Community College the project. The lesson is included on the further enrich students’ and teachers’ DVD. It has been shared between teachers experiences of ‘poetry from different • Foxford School in the department and the intention is for cultures and traditions’ at GCSE. • Lyng Hall all Year 11s to revisit the experience of the project in their revision for their • Bluecoat School examinations.

It is our hope that the new practices developed by teachers and creative partners will 'What has been fabulous as an continue to be shared throughout Coventry schools and beyond. artist returning to the school is that the resource we made during the project is not only still brightening up the school, but is actually providing a useful tool for the wider year group to study and revise from.' Photo’s from Nicola Nicola Richardson

Students who had been involved in creating the installations felt a real sense of pride when they saw their work being used as a resource to aid study in the classroom. Regular travellers What not to miss

Teachers commitment to DVD highlights continuing creative practice You might not have the time to see everything that our souvenir DVD has to offer in one visit. What follows is a selective taste of five highlights that we think you just must see and hear. Like most journeys, our experience didn’t always run smoothly. There were moments of doubt and apprehension and, at times, additional pressures that took their toll on teachers’ energy levels. However, the benefits far outweighed the strains. Film of ‘Blessing’ The result of students’ fantastic work with film maker, Jay Langdell. The value of our journey is summed up in the following reflections on the Project:

The Head of English stated that this Were there problems? Yes! project was uncomfortable, challenging, Were our expectations always realistic? hard work and completely worth it! No! Would we do it again? Absolutely This is a great example of how change, Yes! It was an amazing journey! although hard work, can have the most A chance to go on a voyage of discovery positive outcomes... As a result of the with our students rather than feeling project's success we are now looking to that we had to choose the destination, adapt much more of the curriculum to steer the ship and keep the crew in check. I will never forget the look of sheer delight on the faces of the students who had include more cross curricular planning Di Foxon, Director of English at time of project, now created the film for 'Blessing' when I showed the finished product to my class. and delivery, using creative artists to Language Consultant for Excellence in Cities I was so proud of them and so were the rest of the class. Now, there is a feeling that stimulate, motivate and bring relevance we can achieve anything in our classroom... We showed the film on open evening ... One of to our pupils learning. Mike Garlick, Senior Leadership Team the students in my tutor group told me that his little brother, who came to open evening, said 'he couldn't wait to do that when he came to big school. All teachers involved in the project believe that this creative journey has given them the Sally Bradley confidence to make the changes that have transformed teaching styles and the learning experiences offered to students. I had shivers down my arm when I saw the film of 'Blessing'; it was really powerful. Di Foxon

So many areas of the curriculum were The use of performance and music was accessed from this project for teachers really inspirational clearly we don't / and pupils. I felt that I really learned to didn't use it enough that's got to change Audio recital of ‘Limbo’ take risks a lot more... I trusted pupils, ... As a result of the project, I have drawn The result of students’ brilliant work with performance poet, Jay Biggz. lots of whom I didn’t know, with musical my teaching away from a didactic instruments and the freedom to move approach. I also refrain from jumping around... It could have been really chaotic, straight into texts and allow students to but it wasn't at all! The pupils thought in have more time to relate to ideas in their ways completely divergent to their normal own way first. thinking about poetry because they were Gareth Jones fascinated and challenged by the approach taken. I can really see the benefit of being more creative in my own practice and I intend to take more risks when planning lessons in the future. Jay Biggz was a real legend in both the students' and my eyes - so inspiring. We'll never Hannah Conway forget LIIIIIIIIIMBO! The recital is amazing! Claire Allen Installations The results of students’ amazing work with creative designers, Nicola Richardson and Marianne Taviner. A lesson plan and video footage showing how students worked with the installations when revisiting the project is included. Thank you

Teachers and practitioners involved in the project

Facilitating students to take a poem they've studied one step further, and design Jo Trowsdale and make a tangible resource sounded like a brilliant project. During the process Creative Director, Creative Partnerships Coventry students showed a good connection to the poem, and as a result produced an amazing piece of work that continues to be used in lessons as a valuable learning tool. Jane Hytch Nicola Richardson Project Manager, Co-ordinator Imagineer (formerly Special Projects Belgrade Theatre) Lesson Plans A selection of lesson plans from the ‘Taster Day’ introducing a range of creative Georgina Egan approaches and ‘follow up’ lessons which link paired poems. Creative Advisor

Di Foxon Excellence in Cities

Creative Partners team 2006 Students enter the area for lesson and are encouraged to Jah Biggz wander round, absorbing the imagery (from projector, Groups to present Richard Grant (aka Dreadlockalien) maps, photography which has been placed all around the Jay Langdell room and on tables), key words (which have been their creative laminated and to allow students to touch them / move Nicola Richardson them around) and music. Images, words and music are all Marianne Taviner response to class connected with the themes raised in the poems. Shivani Sivagurunathan Heaven Tree Press with discussion Nick Walker of issues raised. Ernesford Grange English Department 2006: Journal Di Foxon Director of English Our journal of the ‘taster’ day, showing the fascination and excitement generated. Sally Bradley Assistant Director The journal includes photographs, as well as students’ and teachers’ voices. Claire Allen Gareth Jones Hannah Conway Natalie Etteridge John Harrison Kath Rees

The'Taster' day was absolutely brilliant! I had the Elizabeth Hargreaves opportunity to visit other sessions during the day that Cheryl Kelly were taking place all over the school and it was clear that everyone (teachers and artists) had pulled off a Mike Garlick truly exceptional experience for the students. There The discussion between teachers Creative Co-ordinator for Creative Partnerships were no behaviour issues at all in any of the sessions. and artists was great. It was quite empowering to be given the opportunity Ernesford Grange and Senior Leader The students were engaged and receptive to their to talk through ideas. The artists were learning throughout the day. It was so nice to see. really approachable. I felt they valued my ideas and deemed them important to the process. Their ideas helped me to rework my own ideas to develop higher standards of practice.’