The importance of creative curriculum for teenagers' learning and development

last updated:April 2009

We chose this case study because it shows how bringing creative elements into the curriculum can help teenage pupils realise that learning can be pleasurable, which the review found to be an important contributor to motivation to learn.

The project was carried out in three stages. The first stage involved two teachers supported by two artists working with twenty Year 10 pupils; the second stage involved three teachers and three artists and working with 20 different Year 10 pupils; whilst the third stage involved 30 teachers and 24 artists working with 450 pupils. In each of the three stages, pupils and staff completed questionnaires evaluating the impact; photographs and videos were taken to monitor and document the project.

What did the project involve?
During the first stage of the project pupils worked with artists over a four week period to create a range of graffiti artworks based around the theme of future cities. Pupils used materials and techniques that were new to them. The artists worked with the young people individually and in groups to develop their language skills as well as their art skills.

Year 10 pupils, involved in the second stage, worked with the rap artists to devise French rap that was professionally mixed and recorded onto a CD. The young people had an opportunity to work with artists to create the lyrics, improve their understanding of the French language and their pronunciation.

Stage three was focused on language and literacy skills in geography and history. 450 pupils worked with artists, musicians, dancers, illustrators, fashion designers etc over a week to create a selection of artworks and performances which all had the common theme of either VE Day or Japan. Pupils took part in various arts activities that included kimono designing and modern fashion design, Japanese illustration, war make up, war-time and modern music and dance, etc. The aim of the creative workshops was to extend the pupils' understanding of Japan and VE Day as well as improving the pupils' language skills around these subjects.

What were the pupil outcomes?
In addition to the improved language, literacy and subject skills, the researchers recorded positive impact on:

a) motivation. Teachers noted that pupils who had previously been eager to run out of the door when the bell rang volunteered to stay after school for an extra two hours, and even then wanted to continue working and had to be told to go home. The attendance for both the Graffiti art project and French rap project was 100%. The following quotes reflect how pupils found the projects.

"I really enjoyed this week because it made me realise that learning can be fun."

"My best bit was the dancing because everyone from all years were clapping and cheering for one another and it made you feel good"

"I liked learning about Japan and VE day in this way because you learn more than you do if you just look at books."

b) pupils' confidence and self-esteem. For example, a girl with cerebral palsy showcased her spray painting skills in front of a large audience in Manchester city centre. Teachers believed that the project helped her develop independence and increased her confidence in her art lessons.

c) pupils' awareness of the opportunities that are available to them post 16. The artists discussed career opportunities with the pupils and indicated to the pupils what jobs were available in the art world.

Reference:
Furey, B. (2006) Can creative projects improve the language and literacy skills of our pupils?