Virtually There

Our first session happened when Vanya, our artist, visited the school. One of the activities that day was walking down the village to visit the old school. So that’s how it started. That visit was the basis for maths work – estimation, length, geography – map work, history – researching, working as an historian, English – writing reports on many of the sessions with Vanya and lots of group work, collaboration between the children and artist and teacher. The ICT aspect was very exciting for the children. They were amazed the first day but they became so accustomed to seeing Vanya on the whiteboard that it became ‘norm’ from then on.

What aspects of the project made you smile? What aspects of the project made you feel challenged?

Vanya:

The process of the residency is one of openness and collaboration, listening and process rather than results. This makes for a great creative environment where anything can happen and where all ideas and methods of making are allowed. We used all sorts of ways to make enquiries, asked lots of questions, and tried lots of new methods of making; All to help us look at things with new eyes. The online element of the project can pose many challenges but gives such ownership to the children and the teacher, which to me is of amazing value. The virtual presence in the classroom teaches me to communicate as clearly and concisely as possible and asks me to be both very prepared but stay open simultaneously.

Marie:

Seeing the children so engrossed in the activities and being so enthusiastic made me smile. What I found challenging during the activities was making sure that I was giving the children the correct instructions given to me by Vanya. In other words that we were both on the same page.

What insights from the project are worth sharing?

Vanya:

Apart from the joy of working with this great class, full of great and curious minds the projects also reflects elements of studio work that is ongoing for the artist which makes it a uniquely integrated and allows for so much more, like more philosophical questions, scientific ideas being put to the test and other more open ended queries. In our particular project we asked for instance ‘what history is made of’ and explored notions around fact and fiction, interpretation and perception.

Marie:

It is very interesting to work with another person in the classroom as this is rare enough in teaching except for areas of learning support/resource. The teacher is usually in charge of picking content/activities to explore with the class but during a project like this it is a real collaboration between the teacher, artist and pupils. Discussion and being open to others’ suggestions is very important.

Has anything changed as a result of the project?

Vanya:

For me my skills around fine-tuning the process of ‘feeling our way through’ in other words: Not planning too far ahead to allow for all the wonderful things in between, have vastly increased. It has taught me to trust the openness and to have faith that there is great meaning, inspiration and excitement in all the little things we come across.

Marie:

I think my focus on ‘the process’ has changed. I can see the importance in it and the importance in allowing the children to have their say and direct the project. It might be a different direction than I had in mind at the beginning and as a result a different outcome but I’ve learned that that is fine as well. There may not be an end product.

Other information.

Vanya:

As part of the project/ residency an online journal, to document the process, is kept by all involved; This not only allows for the children, artists and teachers to follow each others projects, it gives parents a window into the richness of the children’s thinking during the process. It also shows additional personal insights, which might otherwise be lost.

Marie:

As a teacher I believe in helping each child to reach their full potential through exposing them to as many enriching and varied experiences as possible. I feel that the children benefit as a result of being challenged. This awakens their creativity, imagination, problem solving and critical thinking skills, which are very important for life in the 21st century. I also enjoy trying something new and watching the benefit and enjoyment that the children get from it. The Virtually There project provided a great opportunity to integrate many curriculum areas and pedagogies.