06/12/2010 by James.

From December 2010 I will no longer be adding to this blog but will be blogging from a new site at -

www.jamesaldridge-artist/blog

You can continue to visit here for information on past projects, but please update your bookmarks or sign up for email updates to keep up to date with my new blog.

Both my website addresses will remain the same -

http://www.jamesaldridge-artist.co.uk

http://www.creative-ecology.co.uk

Posted in Art & Disabiltiy, other art, Museums & Galleries, Learning/Teaching, College Lake Residency, events, environmental issues, Blogroll, 5x5x5=creativity, me & my work, projects, Uncategorized | Print | No Comments »

17/11/2010 by James.

Yesterday saw the launch of the four installations at College lake, and a great morning it was too. Lovely to be able to share our finished work after beavering away on it these past few months.

I thought I’d add some images of the other three artists’ work here now that I’ve had a chance to see it first hand. Before I start, here’s a nice photo of the four of us outside one of the hides -

First up is Martin Prothero -

‘Martin Prothero is an artist exploring our human relationship with the natural world. He does this by totally immersing himself in a place: living in one location to fully experience it as an integral part of the natural ecology, not as a human visitor’

These slightly blurry images don’t really do the work justice, but hopefully give an idea of what Martin has installed in his hides - glass plates which have been covered in carbon and then left for animals to walk across and leave their marks - beautiful.

This one is patterned with hundreds of little mouse prints

Insect and Badger Prints

Lynda Cornwell’s work (www.lyndacornwell.co.uk) at College Lake explores the way that birds see, using paintings of ultraviolet markings to show details that are not normally visible to the human eye, and prismatic film on the hide’s windows that illuminate these markings with rainbows.

The rainbows also followed me out of the hide and onto the nettles outside when I  opened the door - I think Lynda’s research and the resulting installation is a really interesting example of art/science crossover.

And the last of the other three artists is Stu McLellan (www.stumclellan.co.uk) -

“I’m a painter, illustrator and creative workshop leader, with a whole lot of other experience in between, including therapeutic horticulture, stints in offices and warehouses, on an organic farm, volunteering in an ecohome and sitting in a toll booth between England and Wales - some of which were opportunities for doodling on an unprecedented scale. “

Stu’s installation uses hand drawn imagery in a graphic novel style to explore the past, present and future of the reserve, adding detail, visual interest and humour to the inside and outside of the hide.

Outside… and inside

 I love these little details

And then there is me, I’ve put plenty of images of my work in progress as the project went along, but here’s some of it in situ and being interacted with by everyone at the launch event.

I’m sure you’ve got the message by now, its a lovely mix of work, responding to the same environment in very different ways.

And apparently its not going to stop there either. Alistair from Outdoor Culture, who put the project together, is going to be working with a photographer and a poet to create a publication from their creative response to the reserve, so keep an eye out for that too - www.outdoorculture.com

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08/11/2010 by James.

My migration panels onto vintage maps are now back from the framers and looking good. Its always hard to tell how successful a piece of work is when its been right under your nose for a while, so its good to get things out of the studio for a while and see them with a fresh eye again.

The finished installation will consist of these two panels on a left hand wall as you enter the hide, and then the four pieces made from vintage luggage (see last post) on a longer wall around the corner, fixed opposite the viewing slots that look out over the lake - echoing the openings in the hide wall and offering another viewing experience.

I’ll add some photos of it all together once I’ve installed it all on Wed/Thurs. Its been a long and challenging process but a really interesting and enjoyable one too, from site visits, to research and reading, meeting staff, working with local children, sourcing the right pieces from junk-shops and online and then bringing it all together in a way that I hope speaks of journeys in time and across continents.

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22/10/2010 by James.

Yesterday was my last day working on the College Lake inspired outdoor learning project with Ashmead Combined School in Aylesbury.

I’ve spent 3 days introducing 6 different groups to College Lake, exploring the site and supporting individual children to find and share their own discoveries, and then 3 days at school, each split into two half days with a group of nine children in each (so that’s two groups running in parallel over those last three days.)

The original project was set up by Alistair from Outdoor Culture, and the key aim was to support the children to experience a wildlife rich site like College Lake, an experience which a lot of them wouldn’t have had before, and for them to work with an artist (me) again, an experience which most of them won’t have had before.

“At the very moment that the bond is breaking between the young and the natural world, a growing body of research links our mental, physical and spiritual health directly to our own association with nature - in positive ways. Several of these studies suggest that thoughtful exposure of youngsters to nature can even be a powerful form of therapy for attention deficit disorder…As one scientist puts i, we can now assume that just as children need good nutrition and adequate sleep, they may very well need contact with nature.”

R Louv - Last Child in the Woods

The reception team at Ashmead are interested in Reggio inspired ways of working and so wanted to pick up on my experience in working in a child initiated way, so the 3 days at school focused on supporting the two groups of children to develop in confidence in following their own interests within the context of the schools own outdoor space.

So, how did that go, and what next? Hopefully you’ll have read through the previous posts and so I’ll sum up in a minute, and start thinking about where we can take things next, but first here’s a brief summary of what happened in yesterdays session.

One of the key parts of my work in such projects is supporting the children to reflect on what we/they have done previously, and to explore possibilities of what we/they could do next. So at the start of yesterdays’ sessions we talked with each group about what they could remember from the week before, what they had most enjoyed and what they would like to do this time (similarly at the end we looked at photographs of the session, gave the children a chance to share anything they wanted to tell us about them, and then wrote down any ideas they had for the future).

After I had read from my notebook some of their ideas and comments that I had noted down last week, we went outside to collect materials.We wanted the children to see that there is a wealth of materials that we can find and collect outside, so that they could draw from those as well as from those that I had brought along.

Its hard to capture everything that happened, but again there were children who were less confident in such an open brief and needed time to explore and to ‘find their feet’ before they focused on a particular way of making or investigating, or who needed a greater level of support in developing skills in sawing, tying, pushing stakes into the ground etc, and there were children who knew exactly what they wanted to do and what they needed.

The thing with a project such as this is that I’m not aiming to produce magical outcomes, or effect huge changes, more that I am looking to support the teaching staff in providing opportunities for the children to pursue their interests in ways which can help them to become more confident learners.

For me the beauty of creative, child initiated learning is that it can use for example, ‘intelligent’ materials (open-ended ones that encourage a variety of responses and interpretations) such as recycled or natural objects, to encourage children to take their existing ways of exploring the world to a new level, learning in ways that are relevant and enjoyable to them, and which can be ’scaffolded’ and supported by the adults working alongside them.

As the teachers pointed out, the children weren’t necessarily doing anything new as such, in that their behavious were recognisably ‘them’, but they were being given a chance to follow those interests across a series of sessions, within the context of the ‘real’ world of the outdoors, and on a larger scale that might normally be possible. The outdoor environment also tends to provide those children with a more active, full-bodied way of interacting with and learning about the world with a more positive outlet/role.

As another teacher pointed out, what this kind of project can also do is provide the children with opportunities to do all the learning that they need to in terms of literacy, numeracy etc, but through ways that are relevant and enjoyable to them. So, ideally, the adult is there to document, talk to and advise the children in ways that support the child to learn, rather than planning and leading a session in the more traditional sense.

So for instance, one girl yesterday created a measuring stick and invited every other child and adult to be measured and then recorded their various heights in different colours, whilst another explored weight, balance, tying etc through creating a see-saw and a swing out of sticks, string and rope.

As well as enabling us to track this learning, the continuing cycle of documentation, reflection and dialogue with the children and adults supports the children to gain an awareness of where they have come from and where they are going, as well as encouraging language development as they share and explain their ideas.

“Our role in this context is to draw out the thoughts and ideas of children and to support their learning once we have first established what matters to them. Similarly, we can see just how much children seek out teachers themselves to support and lead them in their learning,”

A Sully - Researching Children Researching the World

So what next? One of the challenges identified by staff has been how they can keep abreast of what is going on in this focus group whilst it is happening in a separate space from the rest of the group, and how the benefits can be shared with other staff and children.

So far we have had regular reflection meetings, members of staff have taken turns to work with me and document the children, and suggestions have been made as to how all the documentation could be used within the setting to make the learning more visible and ’share-able’.

Its a really interesting set-up at Ashmead, in that the three reception classes work in interconnecting spaces and a large amount of the time is spent in free-flow between these interconnected indoor spaces, and an outdoor play area.

At the moment we are looking at me paying a return visit to the school in the Spring Term, and working within this space as one of the ‘activities’ or resourced areas on offer, to help integrate the project into the setting. I think this could offer both benefits and challenges, so it will be interesting to see if we can offer continuity and depth of learning to those children who need it, whilst being visible and accessible to the less confident children who would be able to dip in and out.

All in all its been a really rich experience with a great group of children and adults, and has given me lots to think about.

If you’ve any thoughts or comments to add please do so here, as we are keen to be able to share ideas across projects and settings, and to explore different approaches to creative/child-initiated learning within this age group.

‘We have discovered a cycle of enquiry that constantly re-emerges: an encounter between children and materials coincides with their imagination or interest, is recorded by the teacher or saved as an artefact, and is retold by children and teachers, which becomes a provocation to pursue the encounter into the future. It is a continuous cycle of perching and flying. Like birds landing and taking off, children and teachers survey the terrain and ascend in order to gain a new perspective.”        

Barbara Burrington, USA

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15/10/2010 by James.

As promised, here’s a short post on Yesterday’s session at Ashmead School. We began with each of the two Reception groups by showing them some images of different animal homes, nests, and nest-inspired sculptures/constructions. The children talked about what they reminded them of, where they’d seen similar things before, and of their links to College Lake (Rabbit holes, Swan nests etc).

We then went outside where a selection of materials was waiting - wooden tree stakes, bamboo, willow, rope, string, tape, scissors, hay etc. We told the children that they could make whatever they wanted, and then stood back a little to see who had a clear idea of how they wanted to start, and who might be less confident in taking the initiative.

One of the most interesting things about this kind of open activity in an outdoor space, is the relationships between the children, how ideas pass from one to another, and how relationships form as group-work takes place.

Some children had clear plans, were able to see several steps ahead and so decided what they needed to do/use accordingly. Others preferred to explore the materials and see where that led them. A few who were maybe not so used to such freedom, waited or asked for approval or instructions, and were supported in learning what possibilities lay within the choice of tools and materials. For example I showed two boys how to push stakes into the earth or join them with tape, and how to use the hacksaw. Slowly they began to try things out for themselves, and to join these new experiences together to create their own ideas and structures.

Several children made nests, one of which evolved into a basketball hoop. One group of girls ‘bandaged’ the trees with masking tape, and lots of the children explored the spaces between the tree trunks and branches by wrapping, tying and connecting with wool and rope. Its fascinating to see how when provided with connecting materials in a rich outdoor environment, the children connect the features and make sense of the spaces between them, in ways that seem to echo the relationships that they are negotiating and creating.

Some children also chose to mark-make, creating signs for their constructions with their names on, or in one case using a drawing of a bird to show the birds where to go to find the nest. Another girl created a measuring stick with pencil marks drawn up her length of wood to measure the height of different children, whilst a third hung written labels from a scarecrow that she had created.

There is such a richness in sessions like these, with learning taking place in lots of different areas of the EYFS Framework, so documenting the processes involved rather than the end products in isolation becomes vital.

Although I can recognise and relish the buzz of a group of children in a state of ‘flow’, as they explore, form ideas and experiment, the value in terms of the learning that takes place becomes more clear for me afterwards, when meeting and reflecting on that documentation with the teachers and TA’s.

By drawing on their knowledge and experiences of the children, and offering my fresh viewpoint, we can start to understand how certain activities can support language development, mark-making, the development of social skills, empathy etc

Next Thursday is my last session of this project at Ashmead, and we are planning that one right now, drawing on our reflections, and on the ideas of the children… more to follow here next week.

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13/10/2010 by James.

Monday’s session with the children and staff from Ashmead was held back at school. It’s a different set up to College Lake, obviously, and the children are bound to react differently to being at school as opposed to going on a trip, but I wanted to support them to remember their experiences at the lake, and to have a chance to explore the school grounds in a similar way.

We sat and looked at photographs together of our trips to the Lake first of all, with the children naming people they saw, and things that they had found or seen. I think this kind of group reflection helps provide continuity for the children, keeping their past experiences fresh in their minds as we continue with the project. It also gives me and the teaching staff a chance to hear what the children were thinking about as they explored at College Lake - sometimes children are so in the moment when they are exploring, that a later opportunity to reflect and to comment on what they have done is just what they (and we) need.

So after reflecting on the photos, we took bags and boxes and went outside to explore the school’s own grounds. We encouraged the children to use their senses to explore and to gather things that stood out for them. They clustered around wooden structures and compared them to bird hides, they found berries and feathers and described the colours of the different leaves, and we took a walk up to the school’s own large pond area to see what we could find there, and how it compared to the Lake.

A lot of what is beneficial about this project is in the process of exploring, of encouraging children to show us what they are interested in and providing ample opportunity for them to share that with us. For some children, the conversations with us and each other are really important and powerful, for others who are less confident verbal communicators, the chance to collect and to reflect through making becomes key to their equal involvement.

Once inside the children were provided with paper of various sizes, tape, glue, scissors, envelopes, labels, and different mark-making materials. I asked them to explore their finds using whatever they wanted to choose, and that they could write, draw or make. All the while, a slideshow of photos from the Lake was playing up on the wall.

Some children seemed very confident and clear in what they wanted to make or achieve, mentioning rivers, and ducks, or placing leaves and other objects carefully and confidently in particular arrangements, whilst others needed a little more time to experiment, or watch what others were doing.

From our observations of the children, we can see that there are a number of ways that the project could go next. There is an interest in animal holes, nests, hides and other enclosed spaces and animal homes of  various kinds, There are also the children who are most interested in the direct sensory experience of exploring the ’stuff’ of the world with their hands and bodies. And there are children who are keen to write, draw, or take photos that document their and other’s explorations.

To try and offer everyone something relevant to their needs and interests, I am gathering together a range of lager scale materials that we can used outside to create structures - nests, shelters, etc, that the children can use to change and enclose existing features, can climb inside and animate with their play, and can choose to label, or decorate with smaller finds and creations.

That’s all coming  on Thursday, I’ll let you know here how it all goes. In the meantime, here’s a plan for Thursday’s session, kindly drawn and narrated to us by a boy in one of the two groups, showing the nest that he would like to make outside, complete with the heads of baby birds poking out from the sides.

All the photos and details on this blog are intended as a snapshot of what happened in each session. Needing to avoid faces, and keep things fairly brief, you don’t necessarily get the full picture of any one child’s journey in the project. Within the setting these pictures can be used in series, informed by the teacher’s more in-depth knowledge of each child, and with the child’s own comments alongside to bring them to life and make sense of what the child is particularly interested in or learning about.

For a useful read on the role of documentation and reflection in creative learning projects, I’d recommend ‘Researching Children Researching the World: 5×5x5=creativity’ - follow the link for more info.

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08/10/2010 by James.

The second two days of sessions at College Lake with Reception children from Ashmead School took place this week, with each group of children showing very different approaches to exploring and making sense of the different environments at the College Lake reserve.

There was still a real fascination with the tracks and footprints left in the wet mud by people, animals and cars/tractors, and some children used found charcoal to make marks, but this time there was also more imaginative play about who or what lived at the reserve, and how they got there.

For instance, the old broom inside the reconstructed charcoal burner’s hut sparked tales of flying witches, and sticks became flying machines and fishing rods, whilst a wooden den in the woods was a school room for one little boy.

There was also more focus on seeking out and naming birds, listening to bird calls, and talking about the formations that they flew or swam in.

What we’ve done since, is to draw from our notes, photos and memories of the visits; the teachers sharing their insight on the children’s behaviour with me, and how being at College Lake has supported or altered particular behaviours, and me explaining my own interest in particular children’s ways of working, and how these relate to work I’ve done elsewhere or other areas of my practice.

On Monday I’m heading back to school to run the first of three days of sessions with two smaller groups, giving us a chance to follow those children’s fascinations to a greater depth, and translate some of the excitement and magic into the school’s own grounds.

We’ll be reflecting with the children using photographs taken by us and them, and offering a chance to use mark-making, sticking and construction, as one teacher suggested, to enable the children to share their thoughts and ideas in ways other than verbally.

We’ll also be exploring the school’s own fields and trees in similar ways to those used on our College Lake visits.

Its going to give me an opportunity to get to know individual children a lot better, and for us as a team to plan and provide them with new opportunities for the last two days of the project, that meet their needs more closely and support them to develop their own means of learning and exploring within the context of their own local environment.

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27/09/2010 by James.

On Friday I facilitated my first two sessions at College Lake, in partnership with staff from Ashmead Combined School, and groups of Reception age children.

In the morning a group of younger children came to visit the reserve, still only attending school for half a day, and in the afternoon slightly older full-time pupils of the school.

We were given a yurt to use on-site as our base by BBOWT, and from there went out to explore the woods, paths and hides of the reserve.

We asked the children where they wanted to go within the raised area of woods, fields and paths surrounding the yurt, and we (myself, Alistair from Outdoor Culture, and teachers from the school) explored alongside them. Later we all walked down to a hide at the water’s edge to take a closer look.

Conversations developed out of the children’s interaction with the animals and features that they came across; from old farm machinery to the investigation of mini-beasts living under logs, from tracks in the mud and what may have made them, to the sounds of the different birds as they flew overhead or called from their hiding places in trees and on islands.

I offered the groups the same choice of ‘tools’ to use to explore the site and to record their discoveries (magnifying glasses, binoculars, bags, boxes, paper and pens), but the difference between the groups was marked. The younger morning group were absorbed by just being there; walking, talking, touching and  jumping in puddles, whilst the older group (by months) were much more keen to document their visit, for instance using mark-making to make check-lists, draw tracks and make maps, or picking up stones and leaves that caught their eye.

The children were interested in the mystery of what had created and left behind holes, and what or who had left behind tracks. They worked as detectives as well as explorers, drawing conclusions from evidence found in the landscape and making suggestions from piecing that evidence together, to create their own story of the reserve and the animals, plants and people that live or visit there.

Jemma, one of the teachers pointed out the links between my own artwork that I’m making for one of the hides, which involves using small old  suitcases as holders of objects and imagery relating to the Lake’s history and wildlife, and the children’s own investigations as they collected, gathered and enclosed their finds in bags and enveleopes.

You never quite know where things are going to head when you are working on a project which has a child-led element, and that can be both exciting and sometimes a little bit nerve-wracking. As we share feedback between us on the behaviour of individual children, and on which parts worked best, I’m sure we’ll tweak the format a little. I’ve certainly been reminded of the way that seemingly small differences in age can influence the children’s choices and their level of confidence in making those choices.

All in all it was a really rich and successful start to the participatory strand of my work at College Lake - I’ll add further updates on the project with Ashmead School, and on the development of my own artwork here soon…

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20/09/2010 by James.

On Friday I had my first session working with the staff and children at Ashmead Combined School in Aylesbury.

I’m working with Reception children at this Creative Partnerships ‘Change’ School, as part of my residency at College Lake Nature Reserve, through the Hide project set up by Alistair Will of Outdoor Culture.

I’m going to be exploring the site with all 70 reception children split into six separate groups for half a day each, and then working closely with two small groups over another 3 days, giving us chance to follow up on those individual children’s interests to more depth. We’ll also have a chance to explore some of the school’s own grounds.

The aim of the sessions with the children is to give them a chance to get outdoors, experience a wildlife rich  site, and to explore it using creative ways. We want the children to lead the direction that the project goes in within a general theme of being creative explorers.

Friday morning was a chance for me and the children to meet each other quite informally. I talked with each of three classes, and they told me what they thought an artist did, what a nature reserve might be and what we might see/discover on our trips to College Lake.

I had laid out a couple of tables with natural finds from a wood, and with materials and tools to explore them, including mark-making materials, magnifying glasses, maps and collecting bags - similar things to those which the children will use to explore and document College Lake.

It was a lovely start to the project, with children opting to come and chat with me when they were ready, use the resources in their chosen ways, and to look at some of the photos that I had on a slideshow, of my artwork and other creative outdoor learning projects.

This Friday sees the first two of the six small groups visiting College Lake, where we are going to be based in BBOWT’s yurt; heading out from there to explore the woods, lakeside and hides, following the children’s own interests and ideas.

More images to come, and details of the direction that the project heads in, as it happens…

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13/09/2010 by James.

This toolkit was commissioned by the MLA from Salisbury & South Wiltshire Museum, as the legacy of a series of creative family learning projects, run by myself in partnership with the museum’s Learning & Outreach Officer Laura Bullivant, with the support of the Wiltshire extended schools service.

The projects aimed to use outreach projects to give families of primary age children a chance to explore the themes of the museum’s collection. The sessions were delivered creatively, informed by the children’s own interests, and linked to the participants’ local environment.

This toolkit was informed by three projects, two of which I was directly involved in delivering, Connect & Create and Making Tracks, and posts on which can be found on this blog under the ‘Projects’ category.

The third project, Explore:Connect:Create, tried a different approach, using the recruitment of volunteers to work alongside Laura with the aim of developing a financially sustainable way of working for the future. In this case I provided professional development for the volunteers and mentoring for Laura.

Please click on the following link to go to the News section of the Creative Ecology website, where the toolkit can be downloaded - Toolkit Download

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