Paying Attention in a World of Attention Deficit: Selfies, The Mona Lisa and #FranceTrip15

Staying in the moment. Being mindful. Listening to understand; not waiting to talk. Detaching from online devices and the digital world. Making space to think. Just a few of the mantras that many (including me) are trying to learn from.

And it’s difficult. In a fast paced world where instant responses are expected once message is sent and ‘Did you get my message’ has become a acceptable greeting (for some), our brains are constantly wired. We’re fighting to keep our heads above water against the tsunami of daily information which engulfs us from a multitude of devices, screens and targeted marketing.

The side effects of constant distraction and connectivity took centre stage when I visited the Louvre in Paris this week as part of our annual school trip, #FranceTrip15. Leading a party of 43 children through the world’s busiest and most famous art gallery can be a stressful experience and so I certainly can’t claim that I took in as much of the history, art and architecture as I would have liked, but what struck me this year was the number of people who didn’t have 43 children to headcount, but still couldn’t pay attention to what was on show.

Headsets, audio/visual guides, devices, phones, cameras, tablets – all forming a wall of digital filter between the visitors’ senses and the paintings which hung heavily and unappreciated on the historic walls. Statues who used to flex their chiselled muscles as they were admired for minutes at a time by the throng of international visitors, now sigh wearily, as another iPad or phone quickly appears, clicks, and then disappears with perhaps an occasional giggle at their naked torsos.

And the selfies; those inconsiderate selfies which have risen to new heights of self-indulgence with the latest piece of fiendish 21st Century engineering: the Selfie Stick. Leading the children through the grand corridor now held an added layer of danger as we ducked, swerved and hurdled the selfie-sticks, wielded with the proficiency of a 3 year old boy with his first light-sabre, as their oblivious owners would pout, take, retake and filter their self-portraits, blissfully unaware of the works of romantic Italian artists that looked down, unloved, from the walls.

Our party pauses as a large man bustles into one of the children without noticing. He points his iPad furiously at an oil canvas, then another, and another before continuing his march through the corridor. A date with social media presumably awaits where his photos will join an infinite number of others on the internet and he can sit back and relax, enjoying ‘the moment’ as the beeps and vibrations notify him of the likes, retweets and comments that his online friends will reward his efforts with.

And then we find a peaceful moment. In a quiet and less-trodden corner, sits a young French artist, painting on canvas. We stand with the children and watch as 15 minutes pass. The teacher urge takes over and I quickly round up those with a real interest in art so we can look more closely at his palette and admire his patience, mixing and careful use of several brushes. A man, free from the pressures of time, deadline or distraction who achieves no quick-win, measurable outcome, metric or impact but who models the power of mindfulness, with an air of timeless ease. I stand still, quietly fighting the inner urge of impatience to ‘press on’ until it is no longer bearable and, after another frantic headcount and reminder to stay in pairs, we make for the main event, The Mona Lisa.

A moment of peace watching an artist applying his craft from what felt like a bygone era...
A moment of peace watching an artist applying his craft from what felt like a bygone era…

This experience is as unique as the painting itself and we join the throng of amateur paparazzi who inch forward in a trance-like pack until they are close enough to hold up their phones and cameras. Selfie-sticks not allowed here apparently; some relief but this doesn’t deter the self-portraiters.

Mona Approach
The throng approaches, viewing Leonardo Da Vinci’s most famous work only through the lens…
Taking a Selfie with the Mona Lisa
Taking a Selfie with the Mona Lisa

People used to travel to the Louvre to see the Mona Lisa; then they visited to take a photo of the Mona Lisa; today they stand with their back to Leonardo Da Vinci’s most intriguing work, with the world’s most famous painting consigned to the background of their very own masterpiece (there’s even a blog post I found online which gives advice on the best way to take a Mona Lisa Selfie).

The question, ‘what is she smiling at?’ has never been more appropriate…

mona Lisa Selfie 2

Assessment without Levels: Links to useful information…

To try and help navigate through this important issue, I’ve collated several useful links to announcements and publications that I’ve found useful give information on how assessment is changing in schools.  The most recent are at the top.

September 18th 2015 – Government response to the report on assessment without levels:  https://t.co/8djbS36EnA

September 17th 2015 – Final report from the Commission on Assessment without Levels published:  https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/461534/Commission_report_.pdf

September 17th 2015 – Interim Frameworks for Assessment published by the Department for Education for both KS1 and KS2.

KS1: https://www.gov.uk/government/publications/interim-frameworks-for-teacher-assessment-at-the-end-of-key-stage-1

KS2: https://www.gov.uk/government/publications/interim-frameworks-for-teacher-assessment-at-the-end-of-key-stage-2

September 17th 2015 – John McIntosh talks about the opportunity that developing new assessment brings 

September 2015: 2016 national curriculum tests and assessments information released:

Will Emms (STA) gives a summary of the key changes being introduced to tests at key stages 1 and 2 in 2016: https://registration.livegroup.co.uk/efa/ContentTabs/Embed.aspx?dfid=15057

17th September 2015 – Sean Harford talks about what inspectors will look at when considering a school’s assessment system:

July 2015 – Information for headteachers, teachers, governors and local authorities about scaled scores and the national standard from 2016: https://www.gov.uk/guidance/scaled-scores

March 2015 – Dylan William’s post on Assessment without Levels: https://thehub.walthamforest.gov.uk/news/planning-assessment-without-levels-article-dylan-wiliam

May 2014 – Here’s the Tim Oates video that articulates the case for removing levels so clearly:

February 2014 – The NAHT release the report from the NAHT commission on assessment:  http://www.naht.org.uk/welcome/news-and-media/key-topics/assessment/profession-takes-lead-on-assessment-after-the-end-of-levels/

June 2013 – Announcement that Levels will be removed as a measure of attainment and progress by the DfE:  http://webarchive.nationalarchives.gov.uk/20130904084116/https:/www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/a00225864/assessing-without-levels