Flexible learning across curriculum areas

last updated:August 2009

This case study describes a flexible and effective use of ICT in the study of paintings in an art gallery, a technology application which could be applied in many other curriculum areas. The project involved facilitating A level and GCSE students’ analysis and understanding of works of art and relating this knowledge and understanding to their own art work at school by using handheld wireless technology.

What learning experiences did the students undertake?
Learning took place through questioning and dialogue. Using the Internet and wireless technology students accessed material called a ‘trail’ based around three to four paintings in the gallery. A trail consisted of a series of structured, simple questions that invited the students to construct an understanding of the paintings for themselves. For example:

Ignore the main characters and concentrate on the atmospheric effects of light in the background. How would you describe the atmosphere of the landscape? Select from

• peaceful  
• stormy  
• hazy  
• sunny  
• gloomy

The students examined the paintings, recorded their answers on the handheld computer and downloaded their notes when back at school to use in their coursework.

What impact did the new approach have on the students?
The project was met with a very positive response from the students. They felt that the trail questions made them more curious about the paintings rather than just seeing them as pieces of art. They were curious to know why and how an artist had chosen to paint in a particular way and they liked recording their own thoughts and information about the paintings.

The learning experience though private and personal, also made the students want to share their views with each other – quite a different experience to gallery talks where students felt passive and ‘talked at’. The students appreciated not being overtly directed as to how to view the paintings. They began to value their own opinions and increasingly engaged in constructive dialogue with peers, teachers and gallery staff. The approach also encouraged less able students to participate in group discussion because they knew their opinions were valid.

The richness of the experience also enabled the students to make meaningful connections between the work they had seen and their own practice. Many of the students paid greater consideration to the vital elements of paintings – the use of colour, line, light and drama etc – in their own work. One student felt encouraged and inspired to create her own paints in the way the ‘Old Masters’ had. She used a variety of organic sources, such as egg, stone and shells to create her own paints.

What did the teacher learn from the new approach?
The project helped the teacher focus on how students learn rather than what they learn. Reflecting on practice was a significant feature for both the students and the teacher and played a crucial part in developing a vibrant learning community and changing students’ perceptions of themselves as learners.

Reference:
Ellie Burkett
'A new way of looking?' Reflections upon one teacher's experience of supporting learners using handheld computers
National Teacher Research Panel Conference (2008) summary: