Objects of curiosity: How old master paintings have been used in the primary classroom to provide pupils with cognitive challenge and creative agency

Cremin & Chappell (2019) in an international systematic review of creative pedagogies call for more methodically appropriate studies that address ‘how pedagogies shape and influence creativity’ (p.27). This paper describes a study (Hosack Janes, 2019) that explores why and how 25 UK primary scho...

Full description

Saved in:
Bibliographic Details
Published inThinking skills and creativity Vol. 41; p. 100861
Main Author Janes, Dr Karen Hosack
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 01.09.2021
Subjects
Arts education
Creativity
Dewey
Experiential
Pedagogy
Primary
Experiential
Pedagogy
Arts education
Creativity
Primary
Dewey
Online AccessGet full text

Cover

More Information
Summary:Cremin & Chappell (2019) in an international systematic review of creative pedagogies call for more methodically appropriate studies that address ‘how pedagogies shape and influence creativity’ (p.27). This paper describes a study (Hosack Janes, 2019) that explores why and how 25 UK primary school teachers undertook an arts education project linked to a scheme run by the National Gallery, London, called Take One Picture. Analysis of the data, from teacher-collated log journals, teacher interviews and a questionnaire, revealed that when paintings were used as objects of curiosity teachers employed strategies that were experiential in nature, as characterised by Dewey (1938). There were also strong signs that the experiential pedagogical practice provided high levels of cognitive challenge and creative agency for pupils.
ISSN:1871-1871
1878-0423
DOI:10.1016/j.tsc.2021.100861