FRPP Blog Post

My final research involved play based strategies and their development on artistic and creative development. This project idea was conceived when I discovered a struggle during my first year of teaching. I noticed students depended heavily on step by step instructions. They didn't seem to appreciate or want to explore creative freedoms when given them. A lot of students constantly wanted help or constant validation of their work being "good". I was tired of "Is this good?", or "Do you like it?", or "Am I/Can I be done?". I decided I wanted to explore ways to combat this mindset, and build confidence and creative development.

George Szekely has said in the podcast Art Class Curator “Art is not lecture. Planning an art class is not planning for a lecture. It is planning for a magical experience. It’s planning for an art room that will inspire children” (2:32-2:40). The best way I could think to create this "magical experience" is through play based tactics. My research questions were: How do choice and play influence elementary students’ artistic ability, confidence, and creativity?. Does allowing free choice and play through art making result in more creative students? To begin this research process, I needed to figure out what play is to my students so this knowledge could be applied to my classroom procedures, set up, and curriculum. I decided to conduct my research through a Google Meets interview with three 5th grade students and an observation of a first grade classroom and a second grade classroom. I observed students having free choice of how and what they would create with an oil based clay. The classroom was full of excited chatter and every student was engaged.

Through my interviews and observations I was able to make connections and code common ideas into specific themes such as playful activities, popular types of play, inappropriate play, surprising student descriptions, and traditional learning ideas. I found that typical types of play, or engaging actions described as play, related to the traditional learning lesson. I found the challenge and inspiration could be linked to traditional lessons. In addition to play, I discovered that having an element of challenge in art making was highly motivating to students. Students also described extreme focus and being in the zone as a part of playing which I also believe is linked to traditional types of learning. I also found a link/overlap between playful activities and engaging/entertaining activities. I find the both to be very similar, but wanted to mark a difference between the two. The difference for me is in what one would assume to be play and what students are explaining to be entertaining. I realized that play based methodologies allow the teacher and students to both discover and teach each other. One isn't necessarily in charge of the other, but rather a sort of partnership in discovery.

The knowledge and ideas I've discovered have left me with the following recommendations for educators and students:

1) Don't be afraid! Don't be afraid to take risks and try new things. This could be risks in curriculum choices, room setup, or procedures. These risks disrupt our normal and make everyday experiences a type of play. Don't be afraid if a lesson, a procedure, or a new layout of your room doesn't go quite right. We are learning with our students. It's important to allow students to teach us, too. If something goes wrong, take it as a learning experience. The great thing about teaching is that we have endless possibilities to try again!

2) Accept the ambiguity. The uncertainty of trying something new can feel scary. Let this be the time where your (and your students) creativity blossom. This unknown of how procedures and lessons will work opens up the space for problem solving and quick thinking - from you and your students. Let it be an enjoyable learning experience and consistently reflect. Keep asking yourself questions like: What worked with this? What didn't? How can I make it better? Ask your students these questions, too! It gives them a chance to have their voices be valued and heard.

I realized that play in the art room (and in general) is about disrupting the normalcy of our lives and focuses on performance rather than lecture (Szekely, 2015). Play poses challenges and lessons for us to achieve and learn. This interest in play has led me to make deep connections with these two courses I've talked about, and what made these two courses favorites of mine was their disruption of my normal. They have challenged me to think for myself and dive deeper into concepts I am unfamiliar with because they sparked an intrigue due to their novelty. The power of play has made a lifelong impact on me. It has altered my perspective and has molded me into a mindful, empathetic and excited educator.

Ingram, C. (Host). (2018). Play-Based Art Education with George Szekely (No. 15) [Audio podcast episode]. In Art Class Curator. https://artclasscurator.com/15-play-based-art-education-with-george-szekely/

Szekely, G. (2015). Play and creativity in art teaching. ProQuest Ebook Central https://ebookcentral-proquest-com.proxy.lib.ohio-state.edu