This week I've had some interesting conversations with colleagues on the topic of colour theory - and how this is often taught in schools.
We were discussing how best to pitch a session on colour mixing, knowing that the colour wheel was often the default method for learning about colour but that this can sometimes be pedestrian. We wanted to try and push beyond this slightly. Myself and a colleague (who is also a painter), both use colour in an intuitive, experimental way. We mix colours through a process of trial and error, using not really much more theory than knowing how to make a colour lighter or darker or mixing primary colours to make secondary.
Primarily we allow colours to mix and layer- engaging in a process of finding what feels right. This is obviously based on some prior knowledge and experience (compared to young children) and our wider ideas and emotions inform our colour journeys on any particular day.
Why should we not allow children the chance to create art in this way?
The thoughts and discussions we had surrounding ways in which teachers can allow a more freeing learning journey with colour led us to thinking about the space we need for creativity generally. We as artists need space to mull over ideas and develop ideas just as children need the space to find out for themselves that red and blue make purple - and that adding a bit more blue makes a different kind of purple - and so on. We decided to plan a session that began with talking about the colour wheel - but then gently provided alternative (and more fun) activities for colour work.
I read recently that creativity, originality and initiative are listed as one of the World Economic Forum's top skills for jobs 2025. In fact, all the skills listed in the top ten are ones you can connect with creativity in some way.
The thoughts and discussions I've had in the last week are also informed by conversations with my daughter's primary school, where are few parents have picked up on the reduction in creative and wellbeing centred activities and lessons in class.
All these things made me think about a friend who works in a SEN school, where creativity is absolutely central the the curriculum. Of course, the same constraints and attainment expectations are not there - but what can we learn from educators in these settings? I proposed to my colleagues that I commission her to deliver some sessions, that we document and then put on the website. These would be available to any teacher in the mainstream sector also. Perhaps it can go some way to pulling things back to the wider thinking about creativity and how important it is for child development.