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Index of Schools involved in the Chameleon Project
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Photo by Scott Middleton
Each school has a page which shows the project brief as developed through referral to the School Improvement Plan. These briefs were what the creative professionals applied for, and after initial meetings, in some cases they changed.
However, in all cases, the process of the programme was always more important than any product and the planning document, which was filled in for each school, emphasised the creative learning characteristics we were looking for during the programme:- Identifying problems, divergent thinking, co-learning, fascination, risk taking, balance of skills and challenges and refinement. Once the programme was completed, evaluation meetings would look for evidence of:- problem solving, new ideas, capacity to learn, engagement, confidence, new skills and purposeful outcomes in all of the partners - the children, the staff and the creative professionals.
The number of days allocated to each school was very limited, and it was always acknowledged that the work could only ever scratch the surface of the possibilities.
Evaluation of the work is important and short informal evaluation meetings between staff and creative professional were written into each brief. Creative Partnerships is, in a sense, an action research programme - we ask a question and try things out to see if we can answer it. Hence every planning document has a research question at the beginning, our evaluation is ongoing to see if the question is being catered for and our final evaluation meeting asks if the question has been answered.
Photo by Scott Middleton
'It should always be remembered that the school is a workshop and not a museum, a centre of creative activity and not an academy of learning.' H. Read 1943
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