Project Schools
Foundation Phase
Resource Pack
Glyncollen Primary
Jack and the Beanstalk
Melin Infants
Hansel and Gretel
Birchgrove Primary
Little Red Riding Hood
Bishopston Primary
Rapunzel
Project Exhibitions
Dylan Thomas Centre
Foyer Gallery, Civic Centre
FAIRY TALE PROJECT ’08 - FINAL REPORT
BACK GROUND
The Fairy tale project grew out of a story-telling pilot project and an established literacy initiative that linked creative writers and illustrators. For this project the focus shifted to oracy and illustration to involve Foundation Phase children and the use of the outdoors as a resource for learning. The vehicles were traditional fairy tales, story telling and drawing. The aim was to create wordless books and a DVD that could be used as a resource to prompt very young children to retell stories. The project was delivered by a creative team drawn from educational professionals from two counties, artists, park staff and the local Educational Resource Centre
THE PROJECT
A series of meetings that included everyone involved planned the project meticulously. These sessions provided an opportunity for everyone to learn from the skills and expertise of the other professionals.
A class of children from four primary schools spent a day in a beautiful local park. The children ranged in age from three to six. There they encountered fairy tale characters who guided them between the four story tellers who were situated at appropriate locations around the park. On the way the children encounter other fairy tale characters who involved them in activities such as making whistles, spells and magic drawing. There was also a musician on site who circulated around playing lovely music on strange instruments such as the hurdy gurdy.
Later each story teller visited one of the schools and retold one of the stories that provided the focus for the art work. Artist Maria Hayes worked for three days in each of the schools. Maria encouraged the children to draw from recall, memory, narrative, imagination and observation using additional resources, to generate ideas for their story book.
From the children's wonderful imaginative responses Maria created the art work for four wordless story books. The story tellers were filmed retelling their stories in the park. The children were recorded telling their own story. A DVD resource was developed that contains art work and recordings that can be used in the project schools.
Finally a teachers' pack was developed and has been made available for other schools to buy to encourage the wider use of story telling in the Foundation Phase.
THE PARK EXPERIENCE
The park experience was magical and significant for all those involved including us and was the main focus from which everything else stemmed. We all threw ourselves into it to ensure that the best possible atmosphere was created and it was a learning curve for everyone involved.
Each participant commented on the day from their own point of view.
Foundation Phase teacher – June Clifton had the opportunity to stand back and observe the children in a new and stimulating context. She observed:
In the eyes of the children, our visit to Clyne Park became a fabulous journey into a magical fairytale world. The wonderful Fairy folk we met there, told the children their stories in their own special styles, and the children were spellbound. They listened, open-mouthed, and they believed…..even I believed! The beautiful park was a natural place for fairy folk to inhabit, and it did the trick in igniting our imaginations.
Artist - Maria Hayes joined the children during their sojourn in Fairyland. She was able to get to know the children and establish a shared experience, a base line both with them and with the teacher
This was an important experience and meant the stories had a "reality" …… the children were immersed in the experience of the story and this impacted positively on their visual responses.
Story teller - Lynda Laurence who is a teacher rather than a professional had the chance to hone her skills outside the safe environment of the classroom, and to face the challenge of being recorded and filmed.
It was clear from the faces of the staff and children as they went around Clyne Gardens - or Fairy Tale Land as it was known - that they were having a wonderful day
Foundation Phase Teacher Adviser - Louisa Reynolds-Milnes
Found it very useful to observe the other adults' interactions with the children
I was able to stand back and to observe the children's responses and reactions which were most significant - the awe and wonder
She went on
This project has emphasised the vital importance of the Foundation Phase approach being facilitated by motivated, inspired, creative adults and real, exciting resources and starting points from which the children are able to explore and create.
IN SCHOOL
In school Maria encouraged the children to use good quality materials experimentally to generate ideas. These she then used to create compositions for all the pages which she pencilled in lightly. The children worked back into the pages with inks and oil pastels, and added their own ideas. Some times she added a defining touch to the finished drawing but often she did not need to add any thing.
The finished designs were then scanned and printed by the Resource Centre.
Maria described the final books as a "true collaboration between the children, the teachers, the staff at the Resource Centre and herself".
FINAL EXHIBITION
There was a very successful final exhibition opening and book launch on 1st October '09 that was attended by children, parents and teachers. Story tellers attended in costume and the musician entertained everyone with some of the music he played during the day at Clyne Gardens. Irene De Lloyd, Primary Adviser/Early Years, officially opened the exhibition and she put the project in context with the new Foundation Phase. Later some of the children re-told their stories to the assembled guests.
The DVD was launched on the night and features the stories told by both the story tellers and the children along with images from the books. One of the teachers from the participating schools was invited out of school to join a working party to produce teachers' notes to go with the DVD and the books, to be used in a pack as a resource for schools.
The exhibition is to go on show in the Library’s exhibition space for three weeks in April '09. The Arts Team is working in partnership with the Library Service to develop joint initiatives.
SUMMING UP
The projects in the schools enriched the curriculum for the children enabling them to use and develop their skills of imagination, speaking, thinking, listening, problem solving, working collaboratively, creative expression, co-operation, etc.
But it was also nourishing for all the adults involve. They had a chance to learn from other professionals, to extend themselves and to be part of a creative team that achieved much more than could have been achieved individually.
A pack has been produced that includes teachers' guidance, the DVD and copies of the four books. This is being marketed to a wide range of schools and was presented at the SWAMWAC Foundation Phase Training and Support Meeting in January '09 where it was very favourably received. It will also be shown at the Foundation Phase Co-ordinators Day in March and at the annual BAECE National Conference being held in Swansea later in the year.
There was considerable interest from teachers in repeating the project. The Fairy Tale Project ’09 has being planned using four more schools and a new set of fairy tales. This will build on what has already been achieved.
CONCLUSION
The important element for the success of the project was the partnership between the teachers, the other professionals and the artist, who all support each other and gain insights into new ways of working. It was established by:
Careful planning
The monitoring and support provided before, during and after
Adequate resources
A clear understanding for everyone of the objectives
A strategic approach that, left a legacy in the classroom, the school, and the Educational
Effectiveness Service
The careful selection of the artist – someone who related well to the children and respected their teachers, someone who could learn as well as share
The establishment of this classroom partnership is the cornerstone of successful artist in residence schemes in schools.
Lynne Bebb
City and County of Swansea Artist in Residence
9th March 2009
Participating Schools
Birchgrove Primary School, City and County of Swansea – Jack and the Beanstalk
Bishopston Primary School, City and County of Swansea – Little Red Riding Hood
Glyncollen Primary School, City and County of Swansea - Rapunzel
Melin Infants School, Neath Port Talbot Borough Council – Hansel and Gretel
Story Tellers
Clive Biscoe, Manager ELRS - Jack and the Beanstalk
Maralyn Griffiths, English/Literacy Teacher Adviser, City and County of Swansea - Little Red Riding Hood
Lynda Lawrence, Arts Development Manager Neath Port Talbot Borough Council - Hansel and Gretel
Sue Wilson, English/Literacy Adviser, City and County of Swansea - Rapunzel
Fairy Folk
Wendy Anderson, PESS Co-ordinator, City and County of Swansea
Lynne Bebb, City and County of Swansea Artist in Residence
Jackie Blythe, PESS Co-ordinator, City and County of Swansea
Charlotte Boyes, Teacher Adviser Basic Skills, City and County of Swansea
Iwan Ellis Williams, PE and Sports Co-Ordinator, City and County of Swansea
Louisa Reynolds-Milnes, Early Years Teacher Adviser, City and County of Swansea
Stephanie Vaughan, English/Literacy Adviser, City and County of Swansea
Sian Williams, Early Years Teacher Adviser, City and County of Swansea
Artist
Maria Hayes
Project Co-ordination
Carolyn Davies, Teacher Adviser and Co-ordinator for the Arts
Lynne Bebb, City and County of Swansea Artist in Residence
Sue Wilson, English/Literacy Adviser
Caron McColl, Administrative Support for the Arts