Training Talk - Moonbeams and more

As an artist, Amanda Pearce (pictured) appreciates the importance of valuing the creative process – even sometimes over the outcome. But it was not until she attended a conference on arts and creativity that she realised how important this lesson is for everyone in the early years.

An EYFS practitioner and art lead at Starbank School in Birmingham, Ms Pearce has used a play-based and child-initiated, Reggio Emilia approach for three years in Reception. In June she attended the first ‘How to Catch a Moonbeam and Pin it Down’ conference by Arts Connect, a University of Wolverhampton initiative, which investigated how creativity can be encouraged among under-fives.

Attendees joined two one-hour workshops and listened to speakers such as consultant and writer Helen Moylett. Ms Pearce’s first workshop, by ‘visual artist pedagogista’ Claire Witcomb, was about the theory of loose parts – allowing children to experiment and play with materials with no set uses. ‘I went in case she had any extra ideas,’ says Ms Pearce. ‘This sort of learning is open-ended. The children get a chance to explore the materials and test their limits, it’s all about trial and error.’

Alongside about 12 other attendees, Ms Pearce built a giant den. For the first time, she used wire. ‘She showed us how to thread beads on the wire and drape them over other objects,’ she says. ‘She also suggested adding the torches, as children often like to make caves and dens. I’d never thought of that.’

In the afternoon Ms Pearce took part in a clay workshop hosted by arts consultant Katie Leonard. She taught the group how to press food into clay to make imprints. Ms Pearce has used foods in her clay teaching, but other attendees found this innovative. ‘Other schools often use playdough, but clay is a lot firmer so children build up more muscle tone,’ she explains. ‘Clay sets, so you can also talk about changes of state.’

Ms Pearce says any EY professional would benefit from the conference, particularly those from more formal settings, who may not appreciate the value of the creative process over outcome. ‘It’s about exploring, having a go,’ she says. ‘But people who are more formally trained might think a picture of a flower has to look like a flower.’ This can make children feel like failures, she says. ‘Valuing mistakes along the way is really key.’

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