Data to measure student success comes in many forms. Such as this: 29,000 Instagram followers. And growing!
Since 2016 Spotswood Primary School’s young creatives have been publishing their artwork online to growing fanfare. The driving force behind their treasure trove of inspiration, learning and instruction is Cindy Asp, the school’s visual art teacher.
‘The Instagram account was started because I wanted to connect with the school community,’ says Cindy. ‘I wanted parents to know what their children were learning in the art room.’
From there it has grown to become a resource for art educators everywhere. ‘It is a positive interaction I have with followers. As I find the time, I am happy to share my knowledge online with those who ask questions about what we’re doing.’
For all that, Cindy’s art room is a conspicuously low-tech space, and that’s something to be celebrated. Instead of wall-to-wall flat screens the room is filled with the most luxuriously tactile, outrageously colourful and deeply thoughtful student creations imaginable.
‘I’m not against digital art, I think there’s absolutely a place for it but I don’t think it’s necessary in primary education. There’s something really powerful and authentic about learning to do things with your hands. The learning’s in the doing.’
And accepting that sometimes there will be mistakes. ‘Some students get a bit anxious when having a go; maybe they’re anxious about what others will think, maybe at home mistakes aren’t allowed. Maybe they haven’t yet learnt how to cope with making honest mistakes. But I will always encourage a growth mindset to help them manage some of those anxious feelings.”
At the end of each lesson Cindy’s students do a gallery walk to see what their classmates have been up to. Students are encouraged to provide feedback that is supportive, focused on problem solving and maintaining an open mind.
Mental health and wellbeing
Cindy is also Spotswood Primary’s Mental Health and Wellbeing Leader. She believes art has a powerful role to play in fostering the healthy growth of the individual. Her school has committed substantial resources to the creation of a dedicated Wellbeing Room that, post COVID 19, has been used to help students build resilience, anxiety management skills, the ability to self-monitor and self-regulate. The school uses a multidisciplinary approach integrating externally curated programs with mainstream classroom teaching and its art program.
“What we see with the school’s wellbeing and art program is children with a real sense of belonging. Part of my role is to support the classroom teacher, to help build their professional capacity in identifying students who may need additional wellbeing support. Sometimes that looks like a small group of students working with me on projects in the art room over lunch or connecting with friends in a quiet space like our wellbeing room.”
“Art is having the freedom to express ideas, feelings and emotions without judgement. People don’t always have the words to articulate how they feel, but they might be able to through different forms of art, through having a creative outlet.”
The unenviable task for many teachers is having to measure and report student learning, in all its human complexity, using standardised descriptors. And yet somehow not take the fun out of the classroom.
“How do you measure kids coming into the classroom with a skip in their step?” asks Cindy. “How do you use their finished artwork, into which they’ve committed themselves body and soul, in a way that is measurable data?”
“Their work, their enthusiasm and their creativity and pride is my documentation. You get your kids putting on a show and sharing it with their family and community.”
Not to mention past students and parents still in contact with Cindy, still helping out in the art room and with preparations for the school’s upcoming art show in October. “There’s data!” Cindy says with pride.
Cindy’s passion for the arts extends beyond the classroom. She is a board member for Arts Education Victoria advocating and supporting the arts across Primary and Secondary education. She also paints in her home studio where she works with watercolours and gouache, using nature as her inspiration. “It allows me to focus on something I enjoy. It clears my mind and acts as a meditative practice for me.”
So, are you curious to see how primary-aged children interpret the works of such famous painters as Gustav Klimt and Henri Rousseau? Like the idea of student portraiture that uses tea and coffee as a wash, with a sparkle of gold leaf?
Then join the 29,000 people who do at Spotswood Primary School’s Instagram art page.
Join our instagram followers: Cindy Asp~Spotswood PS @spotswood.art
Cindy also shares her painting process @skep.studio and sells originals and prints of her work at https://skepstudio.bigcartel.com/
