BLOG: JOANNE FIELD -TEACHER
Classroom as Studio Programme
Participating in the Classroom as Studio professional development art project has been a deeply enriching experience, offering a unique opportunity to develop both my confidence and identity as a teacher of art. I was initially drawn to the project by a desire to understand how artists think, plan, and create, and how these processes can translate into the primary classroom.
From the beginning, I aimed to challenge myself professionally and personally. As someone who tends to rely on structure and control, the project required me to step into unfamiliar territory and embrace a more exploratory, responsive approach. This shift was initially daunting but ultimately rewarding, encouraging me to listen more closely to the interests and needs of my pupils, rather than relying on pre-determined outcomes.
Working alongside our lead artist, Roz, added a dynamic and inspiring dimension to the project. Her presence as a practising artist within the classroom, not only enriched the children’s experiences but also prompted the teachers involved to ‘think outside the box’. Roz modelled a way of working that embraced risk-taking, imaginative exploration, and self-expression, qualities that are now more central to my teaching practice.
Being part of a wider cohort offered valuable opportunities for collaboration and exchange. Connecting with educators from diverse schools helped build a strong sense of community. Through shared dialogue and experiences, I gained new insights into pedagogy and developed a deeper appreciation for the varied ways art can enrich learning.
The children visited the New Art Gallery Walsall, drawing inspiration for curating their own exhibition that combined individual and collaborative works. These activities sparked a newfound enthusiasm and sense of ownership in their learning, and significantly broadened their exposure to artists and their processes. One of the highlights of the year has been our family learning workshop which offered a meaningful opportunity for children and parents to connect through creativity while celebrating and sharing their individual cultures and heritage. Working side by side to create a piece of artwork allowed families to engage in open conversations about their traditions, values, and personal stories.
Reflecting on my personal development throughout the year has allowed me to clearly see the progress I’ve made, not only in terms of practical knowledge, but also in the ways I approach challenges and foster creativity in my classroom. I have learned to value mistakes as an essential part of the creative process and to treat uncertainty as a chance to grow. This mindset has made my teaching more purposeful and empowered me to step into the second year of the project with greater confidence and curiosity.
As we look ahead to the second year, our focus is on deepening the impact of collaborative art practices across the school. We aim to strengthen children’s oracy skills, helping them develop the confidence to speak about art with understanding and pride. Ultimately, we hope to cultivate a culture where both children and teachers feel empowered to share, inspire, and grow through artistic exploration.
About Joanne
Joanne Field is a primary school teacher and has worked at SS Peter and Paul Catholic Primary Academy in Wolverhampton for over 10 years.
