Doing school differently: creative practitioners at work

Maddock, Mandy; Drummond, Mary Jane; Koralek, Ben; Nathan, Idit

doi:10.1080/03004270601103319

Cited by 8 publications

(7 citation statements)

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“…The artists used similar pedagogies in a variety of settings -be it outdoors, museums, schools or community centres -with a variety of populations including children, families, teachers, artists, museum educators and other professionals. Other research has examined case studies of artists from this organization presenting similar pedagogies in secondary schools (Maddock et al 2007), and Maddock et al (2008) evaluate a project in which these artists work with primary school teachers in similar ways. Moreover, I observed the artists work with teenagers and I was a participant in two workshops for graduate students offered by these artists prior to embarking on this research.…”

Section: Discussionmentioning

confidence: 98%

The makers of new words: A principally ethnographic account of community artists’ language

Denmead

2012

International Journal of Education Through Art

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This principally ethnographic research investigated the pedagogies of eight community artists. Unstructured, artist-led interviews produced salient concepts that were examined in participation observation of twenty workshops across five sites. I chose to represent their pedagogies through three descriptive cases studies that feature four of the eight artists working in outdoor settings. Their workshops served nursery and primary school children, alongside nursery nurses, teachers and members of their families including parents and grandparents. Using a nested case study approach, I included the perspectives of all eight artists to provide their interpretations of what they do and why do it when engaging others in so-called informal, community settings. I found that the community artists attempt to create conditions for openended enquiry across five dimensions: space, time, material, body and talk. This article focuses on one of these dimensions -that of language. Tyler Denmead 240 1. For more information, visit http://www. cambridgecandi. org.uk/.

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Section: Discussionmentioning

confidence: 98%

The makers of new words: A principally ethnographic account of community artists’ language

Denmead

2012

International Journal of Education Through Art

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“…Incidentally, Brundrett (2007) makes a case for bringing creativity back into primary education. Maddock et al (2007) found creative ways of partnering with teachers and resource centre workers to allow children to capitalise on new opportunities for learning.…”

Section: Discussionmentioning

confidence: 99%

Exploring academic achievement in males trained in self-assessment skills

McDonald¹

2009

Education 3-13

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This paper examines academic achievement of males following formal training in self-assessment. It adds to current literature by proposing a tried-and-tested method of improving academic achievement in males at a time when they appear to be marginalised. The sample comprised 515 participants (233 males), representing 25.2% of that high school leaving cohort in a small Caribbean country. Academic achievement was examined in all subjects taken by participants at a regional examination. Examination results indicate that males who were formally trained in self-assessment skills outperformed their untrained male counterparts. Implications for teaching and learning are explored and several practical suggestions are offered. IntroductionThe rationale for examining sex differences in academic achievement hinged on the observation that there existed salient differences in self-assessment techniques between the sexes (McDonald 2004) and that self-assessment influenced academic achievement (McDonald and Boud 2003). The idea was that the differences in selfassessment techniques would manifest themselves in corresponding differences in academic achievement of a magnitude less than ordinarily expected had selfassessment not been included in the equation. With continually lowering standards in male academic achievement, the search for empirical evidence to support improved higher standards among males at all levels appeared urgent.Arresting lowering standards in middle, primary, elementary and early years education is of special significance since habits developed at those early stages tend to linger with students and follow them through their later years. Deed (2008) interviewed and observed nine Grade 6 disaffected male students in an attempt to identify their views on good learning and on being in control of learning. Quick, smart workers who were high achievers were considered as good learners. Good learners were also seen to be in control about knowing how to do set tasks. Although not addressed in that specific research, it is easy to see the connection between male academic achievement in the early years and some form of skills training like *

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“…She suggests that artists with appropriate experience, training, skills and expectations possess attributes ideal for working effectively with the marginalised and vulnerable. Maddock et al (2007) add that participants are more likely to feel trusted, they are given greater freedom and opportunities to ask questions, as illustrated by these successive comments from students participating in a focus group during project 3b:…”

Section: Theme 1: Safe Spaces?mentioning

confidence: 99%

“…They share examples of educators stretching themselves to re-accentuate creativity within performative contexts. Jarvis (2011) and Maddock et al (2007) also share examples of teachers moderating their practice after working with artists to incorporate 'process' into the limited spaces left by an agenda of accountability.…”

Section: Theme 2: Support -The 'Trellis' As a Pedagogical Metaphormentioning

confidence: 99%

“…It was consistently stressed that the spaces and relationships created by artists were fundamentally different to other educational experiences (see also : Maddock et al 2007, Tranter & Palin 2004. O'Brien (2004) articulates a set of common characteristics that demarcate fundamental differences between artists and other professionals working with young people.…”

Section: Theme 1: Safe Spaces?mentioning

confidence: 99%

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Safe Spaces, Support, Social Capital: A Critical Analysis of Artists Working with Vulnerable Young People in Educational Contexts

Sellman

2015

Int J Art Design Ed

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This article provides a critical and thematic analysis of three research projects involving artists working with vulnerable young people in educational contexts. It argues that artists create safe spaces in contrast to traditional educational activities but it will also raise questions about what constitutes such a space for participants. It will then show that skilled artists often mediate dichotomous pedagogical positions, characterised by competency and performance. It will employ the metaphor of a trellis to illustrate how artists provide flexible structure and support whilst allowing freedom and growth. Finally, it will discuss the social impact of the arts through the lens of social-capital theory, highlighting the utility of the approach whilst also indicating areas for critical refinement.

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Doing school differently: creative practitioners at work

Cited by 8 publications

References 0 publications

The makers of new words: A principally ethnographic account of community artists’ language

The makers of new words: A principally ethnographic account of community artists’ language

Exploring academic achievement in males trained in self-assessment skills

Safe Spaces, Support, Social Capital: A Critical Analysis of Artists Working with Vulnerable Young People in Educational Contexts

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