<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This paper considers the significance of the types of learning relationships developed between children and adults during a creative arts and engineering project: <italic>The Imagineerium</italic>. It focuses on data collected through observations, 18 interviews conducted during and six weeks after the pupils had been involved in the project, and 25 interviews conducted one year later. This is supported by reference to a wider data set gathered from questionnaires, field notes and journal analysis conducted with 72 pupils. A significant and recurring feature emerging from this data was pupils’ perception of the positive relationships they experienced within <italic>The Imagineerium</italic> project. The article considers the elements of the project that contribute to this relational experience. In particular, it argues the importance of this educational experience being located within a tradition of community arts, within the practice of art-making and involving adult facilitators committed to these practices.</p></abstract>

This paper considers the significance of the types of learning relationships developed between children and adults during a creative arts and engineering project: The Imagineerium. It focuses on data collected through observations, 18 interviews conducted during and six weeks after the pupils had been involved in the project, and 25 interviews conducted one year later. This is supported by reference to a wider data set gathered from questionnaires, field notes and journal analysis conducted with 72 pupils. A significant and recurring feature emerging from this data was pupils’ perception of the positive relationships they experienced within The Imagineerium project. The article considers the elements of the project that contribute to this relational experience. In particular, it argues the importance of this educational experience being located within a tradition of community arts, within the practice of art-making and involving adult facilitators committed to these practices.

Imagineering: Re-Creating Spaces through Collaborative Art-Making

Creativity. Theories – Research - Applications

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Imagineering: Re-Creating Spaces through Collaborative Art-Making"}

This paper considers the significance of the types of learning relationships developed between children and adults during a creative arts and engineering...

Imagineering: Re-Creating Spaces through Collaborative Art-Making

Published Online: Dec 30, 2016

Page range: 274 - 291

Received: Mar 15, 2016

Accepted: Sep 06, 2016

DOI: https://doi.org/10.1515/ctra-2016-0018

Keywords
Creativity, Education, Social interaction, Collaboration, Community arts, Steam education

© 2016 Jo Trowsdale, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Imagineering: Re-Creating Spaces through Collaborative Art-Making

Published Online: Dec 30, 2016

Page range: 274 - 291

Received: Mar 15, 2016

Accepted: Sep 06, 2016

DOI: https://doi.org/10.1515/ctra-2016-0018

KeywordsCreativity, Education, Social interaction, Collaboration, Community arts, Steam education

© 2016 Jo Trowsdale, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Keywords
Creativity, Education, Social interaction, Collaboration, Community arts, Steam education