BLOG: Mia Bano, Teacher, Arden Primary School, Birmingham

Making the Case for Curiosity

Classroom as Studio Programme

At Arden, our Oracy vision- “every child, every voice, every opportunity”- is more than a statement on a wall; it is something we strive to live and breathe each day. It was this belief in the power of children’s voices which drew me to the Classroom as Studio programme. I wanted to explore how curiosity, creativity and spoken language could intertwine in a way that felt natural, meaningful and alive in the Early Years.

As I began this journey, I understood that the change needed to begin with me. I wanted to loosen my grip on certainty and become more comfortable with not always knowing where learning might lead. I wanted to move from carefully planned outcomes towards experiences shaped by children’s thinking. I also reflected deeply on the leader I endeavoured to be. For me, authentic leadership in the arts begins with the heart-genuine care and passion for the subject we are entrusted with. It requires vision- the courage to see what the arts can become within a school community. And it calls for storytelling- the ability to share the story of our children, our families and our place in the world, and how the arts can respond to their needs. These qualities now guide me daily, both as a teacher and leader in the classroom.

Our enquiry question, “How can we evoke children’s curiosity as a means to nurturing their spoken language and dialogue?” emanated through a quiet, unexpected moment of inspiration. During a visit to a gallery space filled with vintage toys with my Artist-Mentor, Mark Riley, we were struck by how a single object could awaken wonder. We spoke about how children often begin school overflowing with curiosity, yet can become more passive as they grow. From that reflection, a simple idea was born- one that could hold mystery, story and possibility: The Curiosity Case.

Every week, a small vintage suitcase arrives in our Nursery. It is welcomed with a ceremony: a gentle sound, whispered announcement, wide eyes and hushed anticipation as the children gather in a circle. Before it is opened, we wonder together. Where might it have travelled from? Who might have carried it? What do you hope is inside? The language of possibility fills the room- maybe, perhaps, I think, I wonder.

The suitcase finally opens, and a single object is revealed- a feather, an old key…or on one unforgettable week- a decorative ornament. The children gazed at it in awe as the object was passed around. One of the children had declared, “It’s a magic coffee teapot that belongs to a kind witch.” From that moment, a shared story began to grow. In their art, the children built her world from clay- carefully shaping a tall ladder and glowing moon to help the kind witch climb high into the sky and retrieve her treasured teapot. Their spoken story became sculpture, imagination became form and language was given weight and shape in their hands.

One of my greatest surprises has been observing how quickly voices have grown- particularly for our quietest and EAL learners. A challenge has been learning to step back, resist explaining and trust in the power of pausing. In doing so, I have had the privilege to witness my children building on one another’s ideas, initiating talk without prompt and seeing their thoughts valued.

Working alongside my artist partner has strengthened me as a reflective practitioner. The project has reaffirmed my belief that curiosity is not something we give to children- it is something we protect. When wonder is honoured, voices rise. When voices rise, children begin to take ownership and belonging of their learning.

About Mia

Mia Bano is a primary class teacher and a visual art and oracy Lead at an Artsmark platinum school in Birmingham. Honoured as one of Birmingham’s best teachers for her outstanding work, she passionately shares her implementation of curating a powerful art, craft and design curriculum with educators across her growing network through lectures, publications and professional development training. In 2025, Mia was awarded ‘Primary Curriculum Leader of the Year’ in the national TES Schools Awards. Sir Steve Lancashire, founder and former CEO of REAch2, described her work as “curriculum leadership at a national level- visionary, unapologetically values-driven and profoundly impactful”. Mia is part of the NSEAD’s (National Society for Education in Art and Design) Anti-Racist Art Education group. She has served as a judge for the NSEAD Awards, which serve to shine a light and celebrate best practice in art education.