Cover Image

When young people, resident artists and curators work collaboratively on a community arts-based project

Tina Salter

Abstract


This article discusses how art-based programmes can be an effective way of engaging young people to work collaborative in order to learn developmental skills. Using a case study approach the author draws on data which evaluted 3 cohorst of the Youth Forum delivered by the Serpentine Sackler Gallery in London. Young people worked in partnership with Education Curators and Resident Artists to co-create a piece of art which enabled them to reflect on their own skills and abilities, and help them question their place in society. The article offers key learning which might be transferable to other art-based programmes offered to young people in order to ensure these are delivered in an effective way.

Full Text:

Full Text

References


A City Within a City (2017), Young Westminster Foundation, http://www.ywfoundation.com/wp-content/uploads/2018/02/YWF-Needs_Analysis_Report.pdf

Anderson, J. & Chung, Y. (2012), Community Languages, The Arts and Transformative Pedagogy: Developing active citizenship for the twenty-first century, Citizenship Teaching & Learning, Vol. 7 No.3, pp.259-271

Eckhoff, A. (2012), Conversational Pedagogy: Exploring Interactions between a Teaching Artist and Young Learners During Visual ArtsExperiences, Early Childhood Education Journal, Vol.41, pp.365–372

Frimberger, K. (2016), Towards a Well-Being Focussed Language Pedagogy: Enablingarts-based, multilingual learning spaces for young people withrefugee backgrounds, Pedagogy, Culture & Society, Vol.24, No.2, pp.285-299

Westminster Academy www.westminsteracademy.org.uk


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.