Creative Learning Styles

different learning styles

For some of the adults involved, the projects helped reinforce their belief that creativity is a powerful medium when used to facilitate learning. For others, the projects provided A Different View – staff and artists alike were able to learn the importance of student focussed learning, of ‘covert’ learning, and of taking learning out of the classroom and away from the whiteboard!


Staff involved in St Edmunds Street Dance noted the importance of student focused teaching “The street dance was very beneficial to out students at the PRU as many of them are kinaesthetic learners.”


The dancing was seen to have a positive impact on the young people involved; the students were asked to choose their own music and this heightened the sense that the sessions were allowing the young people to express their various individualities.

Teaching staff commented on the importance of allowing young people to develop their initial ideas and have input in the ‘decision making’ prior to the start of the Generation Gap project – in essence giving the young people control over their own learning. For example, the young people suggested the idea of making a film because they wanted to interview and film members of the community talking about issues that affected them.
“The film is a great tool for debate on anti-social behaviour.”


Staff at ChESS commented on the success of the Street Dance project and it’s continuation of their much favoured style of hands-on ‘covert’ learning. The dance project reinforced what was already known by the agency about young people’s responses to creative activities. “This has now become firmly embedded in our curriculum and hopefully is there to stay for good.”

YPOS (Young People Out of School) staff noted the importance of Airhedz 2007’s style of practice based learning; giving young people the opportunity to ‘have a go’ at an arts-based activity, rather than simply being observers.

“It enables those students who are not particularly academic to feel good, to stretch themselves physically and emotionally and to have a sense of achievement.” (member of staff)

Staff from College Hall involved in the CrossRoads project commented that "some students were more difficult to engage but the way in which the artists organised sessions made it easier for the pupils to find a starting point for their contribution."