Bringing Digital Media into the Classroom: A Case Study Investigating Artists Working with Teachers

By Anna Goulding.

Published by The Arts Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This research-focused paper reports a project involving artists working with teachers to deliver digital media projects in schools. The International Centre for Cultural and Heritage Studies at Newcastle University investigated the impact of artists working with young people in cultural sites and schools for the Enquire project. This paper focuses on one of the case studies from the final phase of the project. Over the academic year 2007-8, six artists worked with six teachers from different schools in Berwick-upon-Tweed, England. Initially, artists and teachers worked together to develop films. The artists then visited the teachers in their schools and worked with them to deliver classroom projects. The Berwick film festival provided a backdrop and stimulus for the works produced by both teachers and pupils. Pupils’ films were shown as part of the 2008 festival. One aspect of the research was a focus upon the motivational effect on teachers and pupils of producing and exhibiting work.

This paper will present the technical and pedagogical skill sharing between teachers and artists, and show how teachers used the knowledge and skills developed back in the classroom. It will explore the possibilities and practical realities of such collaborations, considering both the value of such projects and implications for future initiatives.

Keywords: Digital Media, Artists, Teachers, Continued Professional Development, Communities of Practice

International Journal of the Arts in Society, Volume 4, Issue 2, pp.461-474. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.192MB).

Anna Goulding

Research Associate, The International Centre for Cultural and Heritage Studies, School of Arts and Cultures, Newcastle University, Newcastle-upon-Tyne, UK

As a researcher I have been involved in the Enquire project, a four-year research programme managed by Engage, the National Association for Gallery Education. The programme is organised into seven regional ‘clusters’ - partnerships involving schools/youth groups, galleries, artists and a higher education partner. Newcastle University was part of the North East Cluster. The programme has been focusing on how children and young people can learn through galleries, contemporary art and artists. Different phases of the programme have explored different aspects: phase one focused on the impact of projects upon young people; the second explored the pedagogical models used by artists in educational settings and the final looked at how artists worked with teachers to deliver educational projects. I am interested in the skill-sharing between gallery educators, artists, teachers and pupils and the resultant communities of inquiry that develop. I am keen that research feeds into contemporary gallery education practice, providing quality experiences for users.

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