Will the COVID-19 pandemic lead to a re-think of the school curriculum?

ByNicky Dewar

Learning and skills director Nicky Dewar on the role of craft and creativity as teachers and students return to schools in September

Nicky Dewar

Student on Crafts Council Make Your Future education programme screen printing. Image by Caroline Heron

With wellbeing and mental health a major challenge for many young people, it is more evident than ever that craft should play a fundamental role in enabling our children to reconnect with their education and school spaces as they negotiate a post-COVID world.

More and more educationists are discussing how the pandemic and lockdown can be the trigger to rethink the curriculum and the approach to teaching. Those of us in the arts education world are hopeful it could be the long-awaited radical step-change we’ve been calling for. This is a big and tricky conversation which requires airtime from decision makers who are currently, singly focused on the logistics of reopening schools. So, whilst we continue to shape the education revolution quietly but optimistically in our Zoom rooms, we are loudly championing craft's ability to create spaces of gentle, meaningful recovery for our children.

We are loudly championing craft's ability to create spaces of gentle, meaningful recovery for our children
Nicky Dewar, learning and skills director, Crafts Council

Research shows that craft and making can help to improve mood and lower stress. Many of our children are experiencing unprecedented trauma caused by the pandemic. The shock of lockdown, grief from losing loved ones or anxiety about their family and friends’ health, as well as those dealing with social isolation and hunger has resulted in many children developing serious mental health conditions. It is clear; we must address this well-being gap before we can even consider tackling the attainment gap.

Simple making processes provide a gentle mechanism in which to do this, “the effort involved in ‘making something’, the multi-sensory engagement, repetitive actions and anticipation of satisfaction from the rewarding final product are related to release of neurotransmitters, like serotonin and dopamine, that promote joy and well-being, while also reducing stress hormones like cortisol,” says Dr. Girija Kaimal.

The effort involved in ‘making something’ releases neurotransmitters like serotonin and dopamine
Dr. Girija Kaimal

With busy hands, sharing in a new craft challenge our children are simultaneously distracted from the wider world problems yet able to talk about their experiences and feelings in a safe space. A much-needed sense of achievement from making something from raw materials bears witness to their ability to accomplish. In uncertain times, making gives us back a sense of control over our physical environment and the chance to imagine new possibilities. In all this we must not overlook our teachers and their needs. What was already a tough job (with challenges recruiting and retaining staff) has become almost impossible. A survey carried out by the National Education Union at the beginning of May 2020, reflected widespread unease amongst teaching staff about the safety of a return to the classroom—61% of respondents said they were ‘concerned’ or ‘very concerned’ about social distancing measures for pupils. The additional responsibility of keeping pupils safe will be an additional strain on teacher wellbeing.

Student on Crafts Council's Make Your Future education programme
Participant at Crafts Council Hey Clay! pottery workshop

However, resetting the organisation of our classrooms provides an opportunity to rethink old ways of working; as new skills are learnt and enjoyed, wider learning possibilities can be introduced. As the shape of a timetabled school day is re-established (using craft’s step-by-step process to create structure, patience, and flow), more innovative approaches to core subjects can build on these skills: learning maths through human knit machines; science through clay; storytelling through weaving or using materials to imagine design solutions for a changing world.. This way a true ‘broad and balanced’ curriculum, rich with ‘cultural capital’ becomes the norm for all children not just those who are able to pay for their education.

Lockdown has repeatedly shown us the ingenuity and creativity of so many people. Whether its businesses pivoting to new ways of working, designing new products or using creative ways to keep connected – a can-do attitude and confidence with materials and tools are fundamental. Craft builds this tacit knowledge – experience, ideals, intuition, values, creative thinking, emotions, skills and attitudes – all fundamentally needed in our society today.

We believe that craft can be the lens to explore the whole curriculum in an inspiring, engaging and innovative way. Craft is a core skill which can open up career pathways and improve our mental health. And it is fun and joyous and contemplative and thoughtful and can express emotions without the need for words.

Craft can change our world for the better and as such should start in our schools.

Will the COVID-19 pandemic lead to a re-think of the school curriculum?

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