Gove Wars: A New Hope

Scroll slowly downwards as you read, humming the theme tune to yourself

A long time ago, in a Tory Government far, far away….

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Decide you must how to outwit the knowledge storm-troopers and resist Darth Gove’s mission to make all teachers give themselves to the Dark Side – the pathway to many academic abilities some consider to be…unnatural.

For over a thousand generations, the teachers were the guardians of education. Now the question has become whether or not D&T departments across the country will be able to make enough little luminous green 3D printed Yodas in time to save the curriculum.

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May the blob be with you…

 

Image credit: Flickr/w1n9zro

 

 

Teaching iterative design……….catching up with the curve.

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Falmouth University students presenting their designs to Sir Kenneth Grange Falmouth University students presenting their designs to Sir Kenneth Grange

Things have changed in the design world.  I jumped at the invitation to join students at Falmouth University as they presented their ideas to to their visiting professor, Sir Kenneth Grange.  Now here’s the thing.  When I was growing up this man was shaping the world, indeed he was creating the design climate we all work in now. But he was doing it largely before the advent of the internet.  When a stunning new piece of his work came out I had to find out about it when it was published in Design magazine, yes, the paper based copy.  Perhaps that is why when I mentioned him to a group of design teachers recently not  a flicker of recognition passed across any face.  I can’t help thinking it would have been a different matter if I had said that I…

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Curriculum Noir: Who Stole The Arts?

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“Mr Marlowe?”

I looked up from my desk. In front of me stood Delores Anass – I knew her little sister from when I was at college. She was the art teacher from the local school and a tall, beautiful blonde – the kind that makes you want to go to life-drawing classes. There was no doubting she had all the necessary qualifications for the job. She gave me a million dollar smile I could feel in my hip pocket.

“I need you to find something for me. The Arts have gone missing from our school.”

I tried to resist asking, but it was about as useless as a D grade GCSE certificate. “When did you see them last?”

“Oh, about a year ago I guess. All the children were happily singing and dancing and painting wonderful pictures, and now they are all so dull and listless. I think it’s got something to do with this new curriculum and more rigorous examinations. Of course I hope you understand there’s nothing left in the budget to pay you with.”

“Well, trouble is my business, but I’ll see what I can do and then we’ll find a way to work something out. Do you run life-drawing classes by any chance?”

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I said farewell to the lovely lady and the next morning I put on my jacket with the leather elbow patches and slipped quietly into the school, posing as a pre-Ofsted inspector. She was right. There was no sign of the Arts anywhere. Just rows and rows of silent, obedient children staring solemnly at washed-out whiteboards or aging computer monitors that should have been retired long before they qualified for a state pension. No paintings on the walls, no posters announcing drama productions or concerts. The buildings and furniture had obviously had a great deal of expense spared on them. It was if someone had turned out the lights and everyone had gone to sleep, big time. Clearly something was badly wrong. Suddenly the loud, jarring school bell that signaled the end of playtime rang somewhere inside my head as I realised I’d seen it all before, and it meant only one thing. The infamous, arrant knave of hearts who stole the arts, Big Mickey Gove himself, had to be somewhere in the picture.

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Delores suggested I talked to the Headmistress, Ms Trust. She was dressed smartly, the sort of woman you just know will be good at evidence, facts, lies, damned lies and statistics. When I asked her if she knew where the Arts had gone she went as white as chalk-dust and trotted out a well-rehearsed speech about raising academic standards and providing opportunities for all, and I quickly guessed the Gove Mob had already got to her, doubtless promising her more money to become an Academy. She sure was one lady I’d like to see at the bottom of a lake.

It was getting late, but on my way downtown I stopped in at the local Painteasy. The front of the shop was filled with cans of unimaginative pastel shades of household emulsion and dreary colour scheme chooser charts, but the man at desk recognised me and pressed the button under the counter that opened the door to the secret studio workshop at the rear of the premises. The windows were high up, so you couldn’t see what was going on from outside, but inside the space was full of excited children hooked on the hard stuff, completely intoxicated from various forms of real learning – totally absorbed with experimenting, taking risks, working together and making things happen. And best of all you could freely ask for any type of Arts activity you wanted without fear of being told you were missing out on yet another worthless academic qualification.

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I bumped into the Painteasy Director, Edward G (aka Ken) Robinson, and asked him if he knew what was going on with formal education. “We’ve never had so many kids visit us after school” he said. “I just feel sorry for all those we have to turn away. It’s the Gove Mob. They’re back in town, and they’re driving the Arts even further underground.”

So my hunch was right. But I also knew there was nothing I could do about it. Not on my own anyway. I was proud to be a member of the Blob, but the Blob had fallen into the cleverly laid trap of thinking that if it somehow became more academic it could raise its status with the Mob and things would get better, but all it got them was some extended prose.

Somehow the Blob needed to stand up for itself and fight back. It was time for it to start sending out the message that there’s more to life than words and numbers and knowing stuff, and that it’s through the Arts that children learn to understand that there can be more than one correct answer and that there are many other ways to see, experience, interpret and judge the world that go beyond writing essays and solving quadratic equations.

At one level the Blob had no choice but to do what the Mob told them, but at the same time it had to find ways to be more disruptive, and behave like only a Blob without any defined shape or size can, silently seeping into tight corners and crevices of the curriculum where and when no one is looking. That’s what the Mob hates the most about it – the Blob has no fixed structure, no clear rules, no 100% reliable way of formally assessing what it’s doing.

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The next day I called back in on Delores, and told her what I’d discovered. I tried to fob her off by saying I would write on my blog that one day the Blob would overcome the Mob, but it fell about as flat as an academic’s mortar board that’s lost its tassel. She began to sob and saying goodbye took a long time, but eventually I managed to drive off into a sombre, stormy sunset that reminded me of  the ink stains on a school boy’s well-used tie.

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As I drove, I found myself recalling the words of that great crime writer Raymond Chandler that somehow seemed to sum it all up:

“Without magic, there is no art. Without art, there is no idealism. Without idealism, there is no integrity. Without integrity, there is nothing but production.”

Because that’s exactly what our schools have become – factories of mass produced memorisation of out-dated facts. What’s needed right now in education is a little bit of real magic and a lot less political sleight of hand.

I decided I must re-read some of Chandler’s novels. Now what they were called? Let’s see, there was The Little Sister, Trouble Is My Business, Farewell My Lovely, The Big Sleep, The Lady in the Lake, The High Window and The Long Goodbye.  And I wondered if I could somehow work the titles into my next post..

 

Image credits: emilano-iko / dinohyus / jjjohn / dinohaus

 

A View From The Trenches

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With educational traditionalists and progressives currently distinctly at odds with one another, All Change Please!’s guest contributor Alan Jones bravely peers up out of the trenches to observe and comment on the current state of play.

“First we have an apparently minor disagreement, then we take up opposing positions, then we shout across the divide, then we begin strengthening our own position with half-truths and trashing those of the opposite camp. And then the fighting begins….

If this sounds like war, well, it’s not a bad description of how some actual conflicts begin. But it’s also, sadly, how things happen in debates over education, and that’s ultimately more important than war. Just recently, this process has got worse. The two ‘positions’ that seem to be hardening at the moment in educational debate are, broadly, that of the knowledge-based approach and that of the child-centred approach.

The first, championed in many people’s eyes by Education Secretary Michael Gove, is identified with the values we might associate with the immediately post-war education system and with the private sector – education is, first and foremost, about the acquisition of facts, about understanding the basics of a subject before trying to progress to higher levels. It’s also about discipline, respect and moral fibre.

The second, usually identified with the left and with views coming from ‘trendy’ academics lecturing in schools of education in the sixties and seventies, puts the child at the centre of things, believes in ‘discovery’ methods and stresses such things as freedom of thought and openness to feeling and self-expression.

As with real wars, whilst taking up a position behind the barricade of one of these views and lobbing missiles at the opposition might make us feel good for a while, there’s no substitute in the end for a negotiated settlement – ‘jaw-jaw’ not ‘war-war’. Because, of course, the truth is that education is about BOTH knowledge AND skills, about what’s out there and what’s inside the child. It’s the intelligent blending of the two things that makes for good education, not the exclusive adherence to one or the other.”

 

Image credit: Wikimedia