Over the last few years we have been experimenting with what clowning can offer teachers in schools. With PAL (the Performing Arts Lab), we have run two pilot Labs in England and Amsterdam. Some of clowning’s core elements – failure and play – are also fundamental elements of teaching and learning. These Labs have had extraordinary effects on the primary and secondary school teachers involved. We witnessed extraordinary transformations in participants - the clowning awakening hidden aspects of all individuals involved.
PAL and CCP received grant funding from Nesta (National Endowment for Science, technology and the Arts) to extend this experimental work to include Headteachers. Between 2005-2007 we ran pilot Labs with Headteachers, school teams and Creative Partnership projects. We know we can reach interested teachers but they often find themselves isolated within their schools, unable to creatively explore what they have learnt. Headteachers are central to school culture, so we need to reach them with the experience. Headteachers themselves are starved of investment in their own professional development. We are very excited by and keen to develop this work, disseminate it widely and create support strategies for teachers back in the classroom.
“Two pilot Labs of Learning in 2001 and 2002 demonstrated the profound benefits that de Castro’s work has for teachers. We witnessed extraordinary transformations in participants - the clowning awakening hidden aspects of all individuals involved. PAL recognises de Castro as an inspirational teacher who can unlock profound insights into teaching and learning. The confidence to go on the learning journey with students, to take risks, make mistakes, and break down the false notion of teacher as the holder of knowledge are core elements of the Labs of Learning philosophy which are embodied in her work. de Castro has the ability to liberate the individual imagination with her out-of-the-ordinary approach to learning.”
PAL
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