Genie Gabel-Dunk - The Box Project
Where did they come from?
Where are they going?
an examination of and reflection on
how the creative process can be encouraged, supported and documented
Genie Gabel-Dunk, Teacher/Researcher
Using the products of the "Box Project", the Tunnel, The Dragon Car, the Escaping Butterfly House, Ben's Future Car, as representative manifestations of an investigation into the effect of the explicit teaching of critical and creative thinking skills on the cognitive development of primary aged children, a project focusing on six targeted children over the past three years, the teacher/researcher will review and examine elements of the creative process. This platform will provide an opportunity to scrutinise and discuss the creative process with attention to what the teacher/researcher refers to as assisters to the creative process.
The "Box Project" was devised and developed by the teacher/researcher as an activity to offer the six children, she had been working with over a span of two and a half years, a project based activity in which they could synthesise and give a material form to some of the critical and creative thinking skills they had been exploring. The children were asked to participate in an experiment, as joint researchers with the teacher/researcher that would take place after school, one day per week for one and half hours per session over a period of eight weeks. The child researchers were initially provided were 60 large computer packing boxes, an assortment of smaller cardboard boxes, large sheets of paper for planning and a variety of pens and pencils for recording ideas. The teacher/researcher specified that the aim of the activity was to generate a product using more than one box, that the product had to move and that there was to be an element of sound connected to the end product. As the project developed, a source of light was added to this list of requirements, at the children's suggestion.
Throughout the eight week span in which the researchers where involved in working on their "Box Project" constructions the teacher/researcher endeavoured to offer the children opportunities in which they could experience the intrinsic joys of experimentation and learning, the time to immerse themselves in the process and the encouragement to extend and elaborate on their ideas. The teacher/researcher suggests that during this process not only were the children building tangible manifestations of their ideas; but, they were also in the process of changing, developing and reshaping their concept of what is possible and within this framework manipulating, framing and reframing their own identities, with heightened awareness of and confidence in their own strengths and competencies. It is the belief of the teacher/researcher that this type of purposeful, focused, creative activity continues to support these six children and sets them apart from their peers in their ability to reflect on their learning, realistically evaluate their successes and failures and to plan subsequent activities.
In an effort to examine some of the components contributing to, answering the question of how this type of investigation has been a factor in the creative development of these children, the teacher/researcher will consider the role she, as a guide, has played and then the role of the environment in which the activity has taken place. This evaluation is based on the ongoing consideration, review and analysis of data collected throughout the project. This data consists of fourteen hours of video tape, captured during the "Box Projects" workshop and presentation sessions, audio tapes of interviews with the child researchers, the teacher/researcher's observational notes compiled during the workshop sessions, the child researchers' test scores on QCA (Quality and Curriculum Authority) national standardised tests taken in December and July of 2004 and the child researchers' creative diaries. In the consideration of the data generated by this project, the teacher/researcher is endeavouring to establish trends and significant events, which my lead to defining some common and consistent components within this research data and thereby enable her and others to notice and articulate some benchmarks for further investigation and development. The teacher/researcher is also using these reflections as an opportunity to better understand the processes and procedures the child researchers themselves choose as tools for developing their relationships with their personal inner worlds, the world around them and their individual choice of paths for acquiring and assimilating knowledge.
However, it is the young researchers who are the protagonists of this story and so perhaps it is fitting to give the children's voices centre stage at this juncture. What follows is a transcription of the children's description and review of their "Box Project" constructions. These interviews took place three months after the project was completed. The age of each child researcher, listed below, represents the child's age at the time the "Box Project" constructions were completed in July of 2004.
Benjamin, aged eight years, six months:
" Hi, I'm Benjamin and for the last couple of weeks, I've been making a box project made out of boxes, cardboard and papier-mache and plastic. I've been using things like paper and, err, um, and hoses and all of that to make a Future Car and it's called "Ben's Future Car". And in this Future Car there's a PC on top. There's a navigational system and there is, there're wheels and the handle, the steering wheel is quite weird because it doesn't look like a steering wheel. I have diamonds and rubies and admirals, amerals, whatever there're called, on my car, and I have a hosepipe and a water compartment. I have headlights and my navigational, no. My, I have a number plate and I also have headlights, which could go from Monson School to, let's say from the art room to the entry of Monson School. And my Future Car has exhaust pipes that are invisible and there are yellow things hanging on the back, that is fire. And there's a lot of decoration. It says "Ben's Future Car" on one side, no, on both sides and it's lower than me; but, I can fit in perfectly. And also it took quite a long time to build my Future Car and it took quite a bit of thinking to make it balance but in the end I got there and in the end it was made and it looks quit good and it has a boat on it. And that shows that it can turn into a boat or and it has things that you look on the navigational system and you see what is in front of you.
And also if you see what is in front of you, you can see like the number plates; but, if you look from the top, you can't see the number plates and the wheels and all of that. And, also, I've learnt that, if ever I'm older, I think that my job will be to be an inventor because when you're a critical and creative thinker you make, you invent things. So when I'm older, I'm inventing things. And also, I've learnt that being creative is very good because you could be, let's say very good at things. Like making things or creating things."
Humera, aged eight years one month and Hai Piao, eight years, three months:
Humera: My name is Humera and my friend's name is Hai Piao
Hai Piao: What did we use to make the project? We used beads.
Humera: And we used acrylic paints
Hai Piao: and we used glue and some scissors
Humera: and some jingle bells.
Hai Piao: And we used some boxes, computer boxes that we made.
Humera: That we got from the computer suite and then we cut them.
Hai Piao: And some pens
Humera: and felt and we also used little lights that we stuck on. And there was a butterfly on the door that we built. And we used papier-mache.
Hai Piao: We used tissue paper for the wings and some glitter.
Humera: And we used an umbrella. We painted the umbrella. Then we were thinking where we should put it. And then I said we should put it on the roof.
Hai Piao: And we painted the roof blue and white and the white bits got splotches on it.
Humera: Clouds.
Hai Piao: Splotches.
Humera: And we used wire and we attached butterflies to the wire and we stuck it on the door and on part of the wall on the side of the house. And when we opened the door, all of the butterflies exploded out of the house.
Hai Piao: And we made some tables and we made some plates and cups and ice-cream cones.
Humera: And we used feathers.
Hai Piao: And we made some grass outside and flowers. And I made a rain stick.
Hai Piao: Humera especially liked the lights. Well, we put some beads and glitter on the outside.
Humera: And we tried to stick beads on it; but, it didn't work.
Hai Piao: And we made some little windows.
Humera: And I learnt to be patient because I thought, I wanted the house to be finished just like that; but, I realised that it takes time, a lot of time to make things and so I was patient.
Hai Piao: I learnt that, about that it takes for ages to make it.
Humera and Hai Piao: Bye-bye.
Ilir, aged eight years, one month:
Hello, this is, my name Ilir. I made this Dragon Car because I like it. I made this, first I made this like a box. I sticked the two mirrors in it and I sticked the boxes together. And on Wednesday, I have to show everyone my Dragon Car, how it moved or something like that. I put the teeth on and it was sharp. I told Miss Genie that I wanted somebody to help me and I wanted Bryson. I learned that the Dragon Car can move and can speak. And it has a fake hand that can show everyone that the dragon is eating somebody inside. And there's a heart inside it and a brain.
Josephine, aged seven years, eleven months:
My name is Josephine and me and my partner have been working on the "Box Project". And when we started it we got boxes together and then we cellotaped it and then we took it to the art room and then we started to design it. And after that we started to put the flowers on and doing the inside.
Aize, aged eight years:
My name is Aize. I've been with Miss Genie and been working in the "Box Project" and the group. I've been working with my partner and we've used boxes. I used my own box and then Josephine used her own box, then we out it together. Then we made a Tunnel. Then we decorated it The Tunnel, the stuff is really delicate and so you have to be careful. Then we painted inside and decorated inside. Then we put some birds and flowers on top and mushrooms on top of the Tunnel. Then we done roots inside for the flowers. And we done a carpet inside as well. And we done windows with papier-mache and we done some flaps that are on the box. I learned that things are delicate and you have to use the stuff very carefully and you have to use the paint carefully.
Moving on from the child researchers' perspective and using indicators from the data collected throughout the project with examples from the video material and observational notes, the teacher/researcher will consider how her beliefs and pedagogy and then contextual factors may have impacted on and influenced the child researchers' processes and involvement in the project.
The role of the teacher/researcher: as a catalyst in stimulating interest, enjoyment and involvement in the process of creativity and learning
The teacher/researcher's positioned herself in the role of a catalyst, in providing experiences, which were rooted in the child researchers' personal engagement with the activity. These experiences were then extended and enhanced in such a way that the child was able to make their involvement with the activity personally meaningful and pertinent.
As a result of the long-term relationship between the teacher/researcher, the child researchers and their families, the teacher/researcher was able to draw on her knowledge of the children's interests and life experiences. Based on this knowledge, she was able to structure the introduction of new challenges, considering the degree of difficulty and timing, in such a way, as to build on the child researchers' interests and experiences and to provide opportunities in which they were able utilise these interests and experiences.
The teacher/researcher introduced ideas and materials with the intention of pricking the researchers' natural curiosity and desire to solve puzzles. It is suggested that this strategy encourages the participants to find and solve problems and situates the researchers in a position where they are required to use their imaginations, experiment with ideas and explore, using a variety of possible solutions.
as a designer of an emotional environment, which provides consistency, unconditional trust and acceptance.
The teacher/researcher's approach to the child researchers is one of respect and delight in the differences, which each researcher brings to the activity. She actively encourages the challenges presented by these differences. The teacher/researcher compares the child researchers to nomads, moving from the present to the future, meandering and wandering through the spaces of reality, fantasy and the cracks in between. It is the teacher's obligation to plan and provide opportunities for and to assist the children in their construction of meaningful links between these worlds.
One of the primary constants, which was established when the children were pupils in the teacher/researcher's Year 1 class, (academic year 2001-2002), is that the group is composed of separate and unique individuals, with different and changing abilities, preferences and sensitivities. It is an agreement amongst all members of the group that each person is free to pursue their interests without constraint, within the boundaries of consideration and care for themselves and each individual as a member of the community.
as a provider of a supportive structure in which the children are offered possibilities for the development of their own individual and authentic uniqueness, in parallel with their development as self-confident, autonomous learners.
The child researchers are considered, in some areas of engagement as novices requiring instruction and tutelage, and in other circumstances as experts and capable of assuming a role of leadership and mentorship.
The teacher/researcher engaged in overt instruction and makes suggestions to the child researchers; but, the researchers are acknowledged as the ultimate decision makers regarding their constructions and recognised as autonomous participants who will access suggestions and instruction on their own terms and proceed in adapting and constructing learning as is befitting to their own style and timing.
As is evidenced, particularly in the video documentation, the child researchers are expected to operate with a high level of self-direction and self-reliance. The teacher/researcher, in her role as a researcher is able to support this development of independence, in that it is made clear to the children that her job, during their working sessions, is that of an observer and recorder. A system of post-it communication notes has been established, so that a child researchers can request time for a consultation with the teacher/researcher. The teacher/researcher usually delays her response to these requests giving the child researcher the chance to find a solution on their own or enlisting assistance from a fellow child researcher.
as a resource person, a role model, a demonstrator, an observer and a record-keeper .
The teacher/researcher's commitment to her own professional development, the child researchers and the project, demanded that through careful and sensitive observation and attention to the child researchers' explicit requests or based on her observations of the children's work, she provided a variety of both bought and found resources, in an effort to satisfy the researchers' material requirements for their constructions.
The teacher/researcher consciously pursues opportunities to model her own openness with regards to encounters with may require risk taking and divergence from the expected. In some instances she is able to provide this modelling behaviour through her use of language: "I wonder . . ., umm, let's try it. . ., don't know, what do you imagine?", and of course the marvellous "what if . . .".
A review of the documentation of the project provides the teacher/researcher with resource information on which she is able to make choices when planning and designing the learning context and helps her to scaffold and give shape to the child researchers' learning processes.
The information contained in the video footage, the teacher/researcher's note books and the child researchers' responses to questionnaires and entries in their creative diaries, offer a catalogue of experiments, failures and successes, which can be used as interpretive and reflective tools and as building blocks for additional explorations in other circumstances and on other occasions.
The role of the environment: in which an atmosphere of questioning, exploration, dialogue and the development of shared meaning is nurtured
The physical space in which the "Box Project" was developed allowed the child researchers freedom of movement and the possibilities of working on their own or in partnership with other members of the group. The context supported and encouraged opportunities for the child researchers to make decisions and choices. Challenges and materials were made available to the child researchers, to be discovered, explored, questioned, experimented with and shared.
In spite of the fact that each of the six child researchers possesses a very distinct and individualistic persona, they all seemed to derive benefit and value from the interaction and exchange as a member of the project group. In reviewing the video material, there are occasions when the dynamics of the group process appears to operate as a facilitator of individual competencies and discoveries.
Two of the researchers chose to pursue the project singularly (Benjamin throughout and Ilir for six weeks and then he decided that in order to realise the goal he had set himself within two weeks, he required help and requested the chance to recruit a classmate to join the group as his assistant.), on numerous occasions both Benjamin and Ilir availed themselves of the support, advice and consultation from other members of the group and participated in discussions and calls for consultation initiated by other members of the project group.
where children work in collaboration with one another and the teacher/researcher in a cyclical process of experimentation, planning, implementation, evaluation and documentation .
The teacher/researcher acknowledges that it is she who is ultimately responsible for the construction of an environment which is conscientiously envisioned and realised with the explicit intention of promoting and sustaining the interest and exploration of the child researchers in parallel with encouraging the researchers to stretch beyond the conventional boundaries of possibility, competencies, expectations and imagination.
Evidence from the video material and the teacher/researcher's observational notes suggests that this process of playful examination, planning, implementation, testing and recording has become part of the researchers' natural vocabulary.
in which time is scheduled so that there are opportunities for problem finding and solving, to experience connections within areas of knowledge, to generate new ideas and to evaluate, reflect on and document this process.
The "Box Project" workshop sessions followed a structured format. Before the session, with the children, the teacher/researcher prepared and organised the environment, setting out reference and resource materials for the children's use. The teacher/researcher then collected the child researchers from their classroom at the end of the school day and they went together to the project work-space (at the beginning of the project this space was a large assembly hall and as the work on the constructions progressed, the work-space moved to a dedicated art room on the school premises).
The sessions began with a whole-group gathering, which usually lasted about five to ten minutes. This group time was an opportunity to share ideas, questions and concerns. Sometimes, children would elect to absent themselves from this collective review and go directly to work, at other times children would tip in and out of these discussions while they were surveying and collecting materials which they wished to use during the session. What then ensued was the main block of time in which the children worked on their constructions. This period was usually about an hour long. The group then gathered together in order to examine the process of the session. This gathering was not always a physical coming together. Many times the children continued to work on their project as well as participate in the review. The session ended with an organisation of materials and the work-stations in preparation for the next session. The children were then accompanied by the teacher/researcher to be collected by their adults.
Throughout the project the researchers were given opportunities and encouraged to maintain notes, in creative diaries, post-it notes and on prepared questionnaires, as to how and why they were developing their "Box Project" constructions along a certain path, to review these notes and to use them as resources as they proceeded towards an end product.
The examination of the data to date indicates that this form of record keeping was used by some of the researchers more than others. Material from the video, the teacher/researcher's notes and review of the children's creative diaries indicates that for some of the child researchers the actual, hands-on doing of the project took precedence over any form of documentation.
Considerations, implications and issues for future investigation and development
It is the intention of teacher/researcher to utilise this inquiry into the "Box Project" as an opportunity to extend her questioning and thereby deepen her understanding of some of the implications and issues encountered during this discussion. This discussion not only attempts to answer some of the "how did this happen" questions generated by the examination of the "Box Project"; but, also to explore other directions and new happenings.
The teacher/researcher is in the process of structuring a new direction for the continued development of this research project. She is currently in collaboration with the six original child researchers, two new child researchers, eight new research apprentices and the children's Year 4 class teacher regarding the direction in which the project will move.
One of the considerations which has been highlighted for the teacher/researcher by this review, is the issue of how to assure that the documentation process is more fully realised and she is challenged to develop a structure by which the recording of processes involved, in the generation of ideas and/or products, is done in such a way that it is integral and supportive to the learning process itself.
The teacher/researcher poses some questions:
Did the expectations of an additional commitment, which extended beyond the expectations of the regular school day and environment, from the teacher/researcher, the children and their adult carers, impact on the enthusiasm and involvement of the participants with the "Box Project" ? And if it did how?
The teacher/researcher confidently proposes that this community composed of a guide, young researchers, apprentices and adult carers will continue to change, reshape itself and develop much like a living organism, and provide a forum in which talent and creativity can have a voice and embrace the true sprit of education and learning, as representative of the individual and unique within the environment of the whole.
References
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Craft, A., (1997), Can You Teach Creativity ?, Chippenham, Wiltshire: Antony Rowe Ltd.
Cropley, A. J., (2001), Creativity in Education and Learning: a guide for teachers and educators , London: Kogan Page
Hubbard, R. S., (1996), A Workshop of the Possible: nurturing children's creative development , York, Maine: Stenhouse Publishers
Project Zero/Reggio Children (2001), Making Learning Visible: children as individual and group learners , Reggio Emilia, Italy: Reggio Children
Quality and Curriculum Authority, (2004), National Curriculum in Action: Creativity, find it, promote it , London: Quality and Curriculum Authority
Raina, M. K., (2000), The Creativity Passion: E. Paul Torrance's voyages of discovering creativity , Stamford, Connecticut: Ablex Publishing Corporation
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