Pilot Study Day 4 - Getting Creative: "I think of a drawing and then I've got it in my head, but then I don't make that drawing."

Increasingly, researchers are concerned about using methods that are suitable for and reflective of the needs of specific groups they are researching, and use of creative methods with children/young people has become more established. We actively encourage our undergraduate students (many of whom research with children) to consider using creative methods as a means of engagement, as well as a vehicle for tapping into/drawing out/revealing participants' ideas/reflections/perspectives both through the medium of whatever is created, and also any accompanying discussion of this. The power of creativity in learning is well-documented, and the value for research is considerable. And so, with this in mind (and putting my money where my mouth is), I happily began the fourth session with my research group talking up the positives of being creative. They were keen to engage, the various tubs of pencils and pens (purloined from a much-loved and well-used stock at home) conspicuous on the side. Returning to an earlier prompt, to offer contrast in experience and production of data, the group was asked to draw something that represented something positive about their favourite school subject. (Two points to note here: 1. given our location - ICT suite - anything creative in the messy sort of way was strictly off the table & 2. it is all too easy to assume that creative links specifically to art, but the idea here was to start from something very tangible, progressing through discussion to other ideas.) How did this go? Well, there was a great deal of enthusiasm as paper was collected and thoughtful decisions about pen/cil selection made. There was discussion, questioning and some banter about choices being made. And there was, after a few minutes, the general hubbub of engaged children (some talk, some quiet, occasional clattering of equipment, or sudden movement and dash for a different colour). Arguably, imposing a time limit on any creative act can act as a barrier to the creativity itself, bit we are all - one way or another - hamstrung by time! And so, with morning lessons rapidly approaching, we came together to share and then unpick the method. All five images below: a recreation of story in literacy;
the joys of writing and allowing imagination to run riot;
the pleasure of painting and art;
the love of military history;
and the pleasure of Art and DT.
(In our world where there is so much pressure on arts and humanities, it's noteworthy how these subjects dominate in the group - not that this is necessarily representative, but important all the same.) The unpicking was particularly interesting. How did the group feel about being creative in this way? What was the value in research? One of the girls was very certain about this. To her, this did not work as a method: it felt too hurried and pressured, and there wasn't sufficient time to produce something of real quality. And also this comment: "I think of a drawing and then I've got it in my head, but then I don't make that drawing." So, a focus on getting it right and producing something of quality. My perspective here as I listen back to the recording of the session is that the group's creations led to a lot of engaging ideas and opinions about all sorts of things. It will be interesting to see if any of the group adopt a creative approach when it comes to designing their own methods.

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