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Engage is the lead advocacy and training network for gallery education.

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The Extend Leadership Programme

2012-13 Cohort

Read the participants' biographies here.

Download the External Evaluation Summary here. 
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Group projects

 

SAJE

Group members: Susan Humble, Anna Francis, Johnny Gailey, Emily Druiff

 

Power Rangers

Group members: Ros Croker, Rikki Payne, Rachel Thibbotumunuwe, Andrew Vaughan, Kithmini Wimalasekera

 

Collection

Group members: Matt Beere, Jack Brown, Laura Travis, Lala Thorpe, Nadia Wazera

 

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SAJE

Group members: Susan Humble, Anna Francis, Johnny Gailey, Emily Druiff

Our proposal is to focus on the key principles which we believe underpin participatory artwork. This focus would hold it all together while allowing room for individual exploration. Each of us will embark on some research, looking at two participatory projects each, to provide the content for a discussion, which will then be brought together over a weekend to discuss experiences and findings. This open-ended method will enable us to explore our own areas of interest in a way relevant to our work. The different areas of interest, expertise and practice will make the outcomes very rich. The project will draw on the experiences within the group to understand experiences of participation in meaningful ways and from multiple perspectives. This will create opportunities for learning within the group as well as presenting heterogeneous outcomes that does not treat one form of practice as superior.

The project aims to present imaginative ways to connect with participatory practice. The focus on environment and context potentially has important implications for ways we plan, conduct and evaluate educational and participatory projects. We will propose new approaches to who we involve in these processes and whether this can have revitalising and generative effects on our thinking. As an extension of that, within the research carried out by the group the context for conversations around participation will be carefully considered, as each researcher seeks to create an intimate space for the discussion around the participatory projects explored. Through the methodology of creating an intimate space, each researcher will be aware of and note the context and environment, and who takes the lead in the gathering/discussion. This will add a layer to our research which will be further discussed at the weekend gathering.

Underlying principles or areas of interest will need to be strong for this to hold together. Initial discussions have centred on:

  • What do we mean by 'meaningful' participation?
  • Where is the value located?
  • What motives do different stakeholders have for being involved in the process, at different stages of the project?
  • What is the importance of environment and context to participation
  • How do we authentically and honestly represent experiences

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Power Rangers

Group members: Ros Croker, Rikki Payne, Rachel Thibbotumunuwe, Andrew Vaughan, Kithmini Wimalasekera

 

Within the context of arts, learning and the cultural sector, our area of enquiry will explore the relationship between environment and learning. We hope to involve learners of all ages both indirectly through research into existing and past learning initiatives and directly through experimental workshops during the course of the project.

 

Our area of enquiry is the relationship between learning through arts practice and space. We hope to involve learners of all ages both indirectly through research into existing and past learning initiatives and directly through experimental workshops during the course of the project. The project will culminate with the development of publicly available documentation and findings.

 

For the purpose of this research, we will initially define traditional space as galleries, museums, arts centres, schools; spaces where learning through arts practice is well-established. Non-traditional space is initially defined as places where people come to for another purpose, such as supermarkets, shopping centres, hospitals. We have chosen to focus on this area of enquiry to investigate how space or context relates to the ways that audiences participate in learning through arts practice. The scope of the research will inform existing approaches to learning in traditional spaces. We believe this research will enrich current practice and by sharing techniques, methods and ideas between traditional and non-traditional practice, the arts and culture sector will benefit from the quality and impact of the conversations we enter into with participants.

 

Our key research questions are:

  • How can the methodologies used in creative learning programmes that take place outside traditional arts settings, be used to compliment and progress mainstream arts education?
  • Within this there are key strands to explore: 
  • What is learning?
  • What are 'alternative/unusual spaces'?
  • How does space and context impact on participants' approach to learning and their responsiveness to learning through arts practice? 
  • Does the space we are in influence the social and cultural connections we make? How does it affect our ability to learn?
  • Are there ways of facilitating learning (or a learning environment) that exist effectively outside the practitioner/participant relationship?
  • Are there key differences in how learners from different regions respond to learning settings and methodologies? 

This research led to the production of You Produce Space, a resource that explores these qualities, and provides methods to recreate and experiment with these in ‘traditional’ learning spaces, such as the gallery or museum, to enable participants to produce their own space for learning. There are many correlations between the physical space of a museum or gallery and the narrative space of its collections and exhibitions. 

Download You Produce Space

Please complete this short survey to offer your feedback on the resource.
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Collection

Group members: Matt Beere, Jack Brown, Laura Travis, Lala Thorpe, Nadia Wazera

 

The aim of this project is explore the question: what is creative learning, where does it flourish, how does it happen and who is it for?

We plan to investigate our shared group question by visiting or gathering information about exemplar organisations working in arts, education, business, and learning. In some cases we may also evaluate our own work.

We have agreed that some of the research will be done individually, some in small groups or pairs. We have also agreed that we will meet as a team twice; firstly to share ideas and possible exemplar individuals and organisations and secondly to collate our research, share our experiences, identify emerging outcomes, and agree a structure of presentation.

As a group we have discussed the possibility that the second group meeting could also provide us the opportunity to generate a small symposium to which we would invite representatives from the organisations we have researched. This networking event would then encourage the sharing of best practice and provide the potential to build long term working partnerships.

In order to generate a varied body of research each group member will focus their research in a specific area. Combined, these individual investigations will provide enough substance to enable us as a group to extrapolate the essential components and answer the first part of our question: what is creative learning?

We aim to meet and disseminate our findings. We aim to learn about each other's research, in relation to the overarching question. Our research will be underpinned by the MLA Inspiring Learning Framework, which is built on a broad and inclusive definition of learning, adapted from the Campaign for Learning. This framework will support us individually and collectively to organise the data we collect to inform the research question, and to present our findings in a consistent way.

The framework offers a tool to describe the wider impact of learning. The Inspiring Learning Framework is aligned with the following frameworks: Every Child Matters, Curriculum Aims, Personal Learning and Thinking Skills.

 

The Extend Leadership Programme
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