BLOG: HASEEBAH ALI – ARTIST
Classroom as Studio Programme
I signed up for the programme as usually as an arts educator I attend and work with schools but on a short-term basis which didn’t really feel like enough for me to get to know the schools and students properly. I wanted to work on something that felt more long term, and a way I could really build a relationship with the students and teachers. This project felt like the perfect place to do that.
I found working with the teachers very enlightening. What I mean by that is observing the way they feed in learning that’s digestible to the students but also challenges them. This was particularly interesting to see when I was facilitating the creative Geography lessons with my teacher for year 4, I saw how she re-introduced the context from the last lessons and was reminding the student to reapply it with the creative activity. From the creative geography lessons we created maps using printmaking methods, made origami planes with the information about carbon miles that were arranged in an abstract linework piece, we created our own coffee packaging and sculpted imported clay food items and arranged them on a map depending on their country of origin. From these sessions I learnt how we could transform lessons into something very exciting and new whilst still retaining and sharing the same learning that would have been taught normally. It also made the student retain that knowledge as they constantly had to refer to the information to create their artwork. It was a great way to track their learning, and I definitely feel like I can implement this model when I facilitate future workshops. A moment of joy recently has been seeing the student confidence grow when making artwork, both myself and my teacher see that they’re a lot less hesitant now and they’re no longer asking as many questions on how to create the art piece and rather leaning into one another to ask for advice. This was a pivotal learning moment for me as it reminded me of the importance of collaboration and community as an artist, and how important it is to work together and bounce ideas off of each other.
I also worked with a teacher in nursery and this was exciting and nerve wracking for me as I’ve rarely worked with children that young. We’ve done many activities including acrylic paint pouring, wet felting, screen-printing, clay printing and a collective mural. At first I was focused on the final art pieces but I soon realised especially with this age group it’s more about the fun of the process rather than the final outcome. From this I loosened up quite a lot and from observing the children I understood the importance of play when it comes to art making, which maybe I’ve lacked in my own practise. It was also wonderful for the children to recognise me after the first session, the activities were always in the sensory room and by the end of the project I had a little group of children waiting for me to start the activity which was so heartwarming to see.
This project hasn’t come without its challenges, for me it was trying to work with the teachers to find a middle ground that was not too overwhelming for the teachers and not too limiting from myself. Through building trust and the right communication, I feel like I’ve seen the teachers really flourish and become more confident in their artistic approach in lessons.
