Observing how each child plays and learns is fundamental to the provision devised for each setting. The materials and environments have to be created in response to the dynamics and interests of the children, so to progress their individual learning journeys. This way of working is action research and can be fine tuned, altered and developed along the way.
The concept of the environment being the ‘third teacher’, borrowed from the Reggio Emilia approach, is important in my work. Years of research has shown that children need to feel comfortable in an environment to accept the invitations to learning that are provided for them. This is where my focus on environment development has stemmed from.
It is important for me to be aware of the different philosophies of teaching and concepts in creative learning so I use Instagram and Twitter to document some of my interactions and to view others ideas. Instagram: D_rawing_inspiration Twitter: LornaRoseArt
In 2016 Louisa Penfold, a P.H.D student from Nottingham University and Tate Galleries, spent 2 days with me in school to observe how the environment can support and encourage child centred learning. She really enjoyed her time with me in school and gave some really positive feedback about the way I work with creative teaching and learning. What follows is a snippet of text from her blog:I
“Within an early years education setting, designing for flexibility allows children to encounter educational experiences from diverse levels of knowledge, backgrounds and interests. This, then paves the way for the possibility of collaborative learning, understanding, respect and friendship between people.”
The following link Contains a video about creative interaction in Lillian de Lissa Nursery School filmed for Louisa’s blog called Art. Play. Children. Pedagogy.
Changing Schools – Alternative ways to make a world of difference has recently been published by Routledge and includes a chapter about Lillian de Lissa Nursery School, the teaching styles used and the general ethos of how we work. I co-wrote this chapter with Pat Thomson who also edited the book with Terry Wrigley and Bob Lingard.
08.2011 Turning Pupils Onto Learning: Creative Classrooms in Action Creativity – Working with Boys (chapter edited by Rob Elkington)
A chapter focusing on a case study of how children have different styles of investigating and learning. Written by Lorna Rose and Angela Carlin.
11.2010 Researching Creative Learning, Methods and Issues Professor Pat Thomson, University of Nottingham
When Only the Visual Will Do by Professor Pat Thomson interviewing Lorna Rose. Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a textbook for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students.
05.2009 EYE – Early Years Educator, Strength in Diversity by Lorna Rose
” Lorna Rose explores how one nursery school is using the different needs of each intake of children, from a wide range of backgrounds and languages, to change styles of practice within the staff team”
06.2009 Creative Childhoods: A Celebration, Lillian de Lissa Nursery School
06.2005 360 – Children experiencing Birmingham City Centre
01.2005 Times Educational Supplement – Ikon Gallery, Artist’s in Schools
09.2004 Times Educational Supplement – Review of Creative Partnerships
07.2004 Birmingham Post ‘Gallery 37’ Community Workshops
04.2001 Elle Decoration ‘Deco Details’ Embroidered Tent
02.2001 Vogue ‘Outward Bound’ Sotheby’s Show Promotion