Daring to be different - how an art project made a difference to attitudes, learning and well-being of girls in a traveller community

Corker, Caroline (2013) Daring to be different - how an art project made a difference to attitudes, learning and well-being of girls in a traveller community. In: James, Maria and Renowden, Jane and West-Burnham, John, (eds.) Rethinking the curriculum: embedding moral and spiritual growth in teaching and learning. Brown Dog Books & The Self Publishing Partnership, Bath, pp. 210-224. ISBN 9781903056424

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Abstract

This chapter outlines a five-month teaching project where my concern was to engage a group of adolescent female Travellers in learning abourt art, through the introduction of new skills and relevant experiences. Using extracts from my journal, I identify a progression of behavouir and attitudes that link to a developing confidence and self-esteem in the girls. This, in turn, influenced their desire to learn new skills that they could use in their pursuit for emotional, social and economical well-being. As my relationship with the students developed, I observed an improved attitude to their learning and a desire to create beautiful art and crafts. The sense of engagement, joy and achievement in learning about, and creating art affected teacher and student, in a mutually trusting relationship, which was powerful in generating positive attitudes and well-being.

Item Type: Book Section
Uncontrolled Keywords: Education; Curriculum; Quality of life; Pegagogy; Learning; Spiritual and moral development; Art education; Travellers
Subjects: 300 Social sciences > 305 Social groups
300 Social sciences > 370 Education
300 Social sciences > 371 Schools & their activities; special education
300 Social sciences > 375 Curricula
700 The arts; fine & decorative arts; recreation > 707 Arts education, research & related topics
School/Department: School of Education, Theology and Leadership
Depositing User: Catherine O'Sullivan
Date Deposited: 11 Feb 2014 13:49
Last Modified: 11 Feb 2014 13:49
URI: http://research.stmarys.ac.uk/id/eprint/671

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