1. A Journey in Creativity parallel session 1.30 - 2.10 (space…play…relationship: researching creativity & partnership in KS3 dance education Public seminar 1, University of Exeter 4th June, 12.15-2.45)

2. Eastern England Partnership Site Michael Platt, Partner Researcher, Teaching & Learning Advisor, Suffolk Inclusive School Improvement Service Kerry Chappell, Lead researcher, DPC Research Fellow, University of Exeter/ freelance researcher Helen Wright, Partner Researcher, Head of Performing Arts, Holywells School, Ipswich

3. The People Holywells High School Yr 8 & 9 pupils Drama Teacher Suffolk New College Dance Teacher BTEC Performing Arts students Suffolk County Council staff Teaching + Learning Advisor Murrayfield Primary School Year 6 staff + pupils The Project Intensive five-week period from January to February 2009 with integrated performance outcome involving over 70 students Funders Northgate Foundation The schools involved

4. How does the research fit with the partnership project? Focus on 1 project strand Helen and Michael's involvement with Year 8 secondary school pupils and the BTEC college students Groups worked together for 4 1/2 days over four weeks at secondary school 5th 1/2 day sharing with larger partnership

5. What kinds of creative partnerships are manifested between dance-artists and teachers in co-developing 11 to 14 year olds’ creativity and how do these develop? How do we actively create learning situations which influence/promote creativity, collaboration + independence? How does the relationship between art (dance/drama) and the ‘social’ in a creative collaborative project influence the quality of learning? How does the collaboration work between the teacher and the artist and how does this benefit the teacher and therefore the pupils both long and short term? How do we design learning situations which promote creativity, collaboration + independence?

6. Methods across 5 week period Partnership mapping ‘conceptual drawing’ by staff + students led by LR Stimulated – ‘what is creativity’ interviews led by LR Video Photography + ethnographic-style observation by LR Observation notes by PR’s and other staff Teacher/artist joint + individual interviews led by LR Other staff interviews by LR e.g. headteacher Yr 8 pupil/ BTEC student interviews led by teacher/artist in PR role + various students Audio diary by PR’s

7. ‘Conversational’ Collaborative Analysis PR’s + LR read interview transcripts for key themes LR in depth constant comparative analysis of all adult transcripts PR’s overview analysis of all photos and in depth analysis of selected photos using See/Think/Wonder* PR’s analysis of student interviews to complement photographic analysis Triangulation of key emerging themes/clusters (1 PR + LR) Next step after June 4 Higher level analysis within and between 3 emergent themes to incorporate selected video + audio-diaries Focus on site + umbrella question

8. *Photographic analysis technique + mechanisms See/Think/Wonder developed by Project Zero Team, Harvard University Further detail at dpc CORD conference - 26 June, Leicester

9. Transformational Change Cluster 1 How do we actively create learning situations which influence/promote creativity, collaboration + independence?

10. Transformation during co-construction stages Teacher led to student driven? Preparation leading to goal over weeks Skill development through rehearsal Social development Timescale – new tasks, short and focused, final goal How do we actively create learning situations which influence/promote creativity, collaboration + independence?

11. Transformation to performance Skills developed to performance quality and execution Concentration Focus Physical contact Shapes Details Weight Tension Space Dynamics Enjoyment Final presentation as outcome Detailed execution – learning? How do we actively create learning situations which influence/promote creativity, collaboration + independence?

12. Creative and Collaborative Problem Solving Cluster 2 How do we actively create learning situations which influence/promote creativity, collaboration + independence?

13. The Demonstration The Challenge Creativity and Collaboration How do we actively create learning situations which influence/promote creativity, collaboration + independence?

14. Personal Shape-shifting Interpersonal Space-shaping Collaborative Teaching & Learning Methods How do we actively create learning situations which influence/promote creativity, collaboration + independence? Group work and Creativity Cluster 3

15. Personal Shape-shifting: roles Teacher/artist/tutor/student roles - shifting between roles includes: –Everyone (including students) as teachers –Learning from older students Range of teaching partnerships – teacher/artist, tutor/artist, teacher/tutor/artist to pupil/college student, artist/college student to pupil/college student, college student to pupil, artist to pupil/college student, teacher to pupil/college student, pupil to pupil/college student, etc Much unplanned How do we actively create learning situations which influence/promote creativity, collaboration + independence?

16. Interpersonal space-shaping: relationships Overseeing vs. intense involvement - within roles different relationships Respect, spatial/group awareness Levels and space used in teaching and working –Active leadership –Collaboration How do we actively create learning situations which influence/promote creativity, collaboration + independence?

17. Collaborative Teaching & Learning Methods Organisation, Planning and Delivery Development of planning into creative Artist content (overview, planning, delivery, setting pace and challenge - all reinforced by teacher and roles developed accordingly) Structuring of tasks – progression, development, introduction of new ideas, building relationships Independent and led learning Stimulus Equipment How do we actively create learning situations which influence/promote creativity, collaboration + independence?

18. Collaborative Teaching & Learning Methods Standards Expected standards – teacher and artist focus on detail required Demonstrations and showback of work Expectations the same for all How do we actively create learning situations which influence/promote creativity, collaboration + independence?

19. Collaborative Teaching & Learning Methods The Showcase Roles shift on performance day Primary liaison How do we actively create learning situations which influence/promote creativity, collaboration + independence?

20. Group work, Creativity and Impact Discussion/experimentation Participation and focus Support, self confidence, creative decisions, evaluation Trust, risk, communication, relationship building – social Achievement of all How do we actively create learning situations which influence/promote creativity, collaboration + independence?

22. Some questions What do you make of personal shape-shifting interpersonal space-shaping collaborative teaching and learning methods group work + creativity Can you see different emerging themes? Does this resonate with your practice/research? If it does how? If not why is it different?