enquire research has found that through working with contemporary art and artists children and young people gain important skills related to art that also impact on their broader education and personal development. The three cluster reports on the research projects in 2004–06 are included in this publication.
The phase 1 (2004–06) research reports were first published in 2006 as Inspiring Learning in Galleries, which can be ordered for £12.50 or downloaded as chapters here.
Editor(s): Taylor, Barbara
Publisher: Engage, Rich Mix, 35–47 Bethnal Green Road, London, E1 6LA
Type: Paperback book
ISBN / ISSN: 978-0-9536801-8-4
Publication Date: October 2006
Cost: £12.50 (including UK P&P)
Stockists: This item is in print — email firstname.lastname@example.org to order a hard copy
A summary of the key research findings from the enquire cluster projects in phase 1, 2004–06 .
The enquire Programme: Communities Of Critical Enquirers
This section of the enquire research reports from phase 1, published in Autumn 2006, outlines the context for enquire, provides the aims and objectives, and describes the structure, partners and participants and the programme. It then discusses the cluster model, developing communities of critical enquirers and the associated formal and non-formal learning.
Research Report Overview
Emily Pringle looks at the research context for enquire, the methodologies employed by the three phase 1 clusters in partnership with each university and discusses the research findings in relation to the Contemporary Gallery Education framework.
London cluster research report
Report on enquire phase 1, 2004–06 , research addressing the questions “In what ways does action research as a form of pedagogic collaboration enable learning in gallery education?” and “What conditions and strategies can develop young people’s critical thinking in relation to contemporary art?”
South East cluster research report
Report on enquire phase 1, 2004–06 , research into how risk taking and experimentation contribute to the learning experience through the exchange between artist, teacher and young person, does such work offer a context for young people to find a voice and explore their identity, and at what point does a young person become responsible for their own ideas and more forward independently?
North East cluster research report
Report on enquire phase 1, 2004–06, research addressing the question “How do gallery learning activities contribute to participants’ development of capital?”