STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 | Page 38

5.
Final Review
To understand the impact of these changes, I had students repeat
the post-it activity with the previous two prompts, along with two
additional prompts. This was done a few months after the changes, to
obtain their final evaluation.
Areas/things
that give you
a positive
emotion
Areas/things
that give you
a negative
emotion
I found that these were the three most
important and positive changes:
• Providing shelves for individual
cubby holes. This fostered a sense
of personal organisation, gave a
sense of progress as it filled up, and
reduced the threat of things going
missing.
• Replacing bulky tables with
lightweight ones. This allowed for
different table configurations. The
tables made the room look less
cluttered, encouraged sharing and
conversation, were aesthetically
pleasing, prompted cleaning, and
allowed for more sustained attention
spans.
• Creating a refuge area comprising
of sofa, carpet, snacks and plants.
These gave options beyond working
at a desk and served as a cosy area
for breaks. It helped some people to
calm down, and reduced the stress
level of the entire room. The food
energised and motivated users.
What you
perceive to
be the most
important
change?
Other
comments or
suggestions
for future
years?
SO WHAT NOW WHAT
Refuge is a priority not a luxury.
Refuge spaces are semi-private spaces
one can retreat to, away from central social
spaces. They are restorative and highly
desirable in public and work spaces. As we
seek ways to promote the emotional well-
being of students and colleagues, we can
consider elevating wellness through features
in our environment. Unfinished Business.
While I have observed that only one-third
of the class use the refuge space regularly,
the difference it has made to those who
struggle with anxiety and stress or physical
discomfort, shows it is critical to create more
of such spaces in our schools.
Cultivating Cleanliness
Diagnosing the perennial issue of students
not cleaning up after themselves required
more thought: was it that they could not
clean because they were unable to, or was it
because they were unwilling?
The former would be a resource need that
could be easily solved; we could increase
accessibility to the right cleaning equipment
(brooms, bins, rag, soap), facility (sink) and
floor space (less obstructions).
The latter required psychological priming
for ownership and initiative. The users
needed to value the ‘best state’ of the
room they owned. The risky choice of light-
coloured furniture that did not hide dirt was
a conscious decision. This prompted the
students to notice and address any stains
they unwittingly created. Also, teacher
modeling took place over a few months.
We deliberately tidied the room in their
presence.
While I’ve noted that occasionally some
instruction is still required, students are
engaged when cleaning and they take
the initiative to reach a higher standard of
cleanliness.
Handing over to the next batch of users in
2020 and their teachers is the last part of
the journey. Some parts of the space may
need to be reassessed and transformed to
meet the needs of future users. There were
also new issues that were not previously
‘diagnosed’ but were now flagged as
possible sites for future improvements.
Recommendations:
1. Make plain to the students what you
are doing at every step. Collect their
input during discussions and show
them the effect of their suggestions
and efforts.
2. Dare to dream: do your research,
which may not only be confined to
books on art and education.
3. Test things out physically to ensure the
right fit: visit physical stores instead of
relying on online options.
4. Work with key personnel and school
operation managers who can support
your efforts in unexpected ways.
5. Start somewhere, at any scale.
All these are possible thanks to the
trust, logistical support, guidance and
encouragement of my NJC colleagues and
most importantly the ‘O’ level class of 2019
for being the motivation and collaborators to
realise these changes!
To my fellow art teachers, think about what
kind of learning environments your students
learn better in and find ways to make them a
reality.
References:
Finley, T., & Wiggs, B. (2016). Rethinking
classroom design: create student-centered
learning spaces for 6th-12th graders. Lanham:
Rowman & Littlefield.
Keedwell P. (2017) Headspace. London: Quarto
Publishing
Niemeyer, D. C. (2003). Hard facts on smart
classroom design: ideas, guidelines, and layouts.
Lanham, MD: Scarecrow Press.
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