T ake O ne P icture partnerships Edge Hill University and the Walker Art Gallery

1. TakeOnePicturepartnershipsEdge Hill University and the Walker Art Gallery

2. The Take One Picture Scheme The scheme uses a painting as a starting point for cross-curricular teaching and learning and was developed by the National Gallery In 2007 the Walker Art Gallery (National Museums Liverpool) and Edge Hill University became regional partners in the successful Cultural Placements / Take One Picture scheme led by the National Gallery and funded through Strategic Commissioning This Initial Teaching Education Cultural Placement Programme was designed in order to invest in teachers at a formative stage of their career. Giving trainee teachers the opportunity to explore the potential of paintings for enriching the experiences and enhancing the learning of pupils. In 2008 we became associate partners in the scheme, delivering the students training at the Walker. The Edge Hill / Walker partnership continued to grow and have embedded it into both of our programmes

3. How it works • ITT and PGCE students bid for places on a week long training course at the Walker Art Gallery (25-30 students take part each year) • The week consists of workshops, talks, tours. • Students complete their final placement in a school which has bid for a ‘Take One Picture trained student’ • Staff from the placement school are invited to CPD sessions at the gallery

4. Student develop and deliver a scheme of work to support a literature unit and 2 foundation subjects using the Take One Picture approach • The students visit the Walker Art Gallery with their placement class • Each school involved produces a piece of work for the annual Take One Picture exhibition • We produce a flyer to advertise the exhibition and send it to all schools involved and inviting them to come to a session at the Walker to see their artwork on display • Students/schools are supported by refresher days, celebration events, outreach visits, facebook group

5. 2012/13 • 14, 3rd year ITT and 13 Primary PGCE students went through training • Visits took place March-July 2013 • 22 schools involved with this years scheme, majority of whom were new to the scheme • 21 students brought classes on visits • Visited 3 schools as an outreach element of the project • 692 pupils visited the Walker as a result of Take One Picture 2012/13 (56 pupils visited twice) • Schools from over 50 miles away visited • One schools project featured in the local paper and another school have raised funds to come on a second visit to visit the exhibition

6. Partnership • Partnership started formally and reports produced at the end of each year • Edge Hill and Walker send representatives to annual review meeting at National Gallery each year. • As each year passes the partnership evolves, it is key that the contacts at each organisation communicate and work together • Edge Hill and Walker feel the importance of working in ‘partnership’ with each other and feel this is important for student to see • Through the project the Walker Art Gallery and Edge Hill also develop partnerships with schools and the students involved • The partnership has grown. Every Edge Hill PGCE students comes on a ‘Taster Day’ at the Walker Art Gallery. We also host focused days for the Early Years, Maths and English specialism. • The Edge Hill/ Walker Art Gallery partnership results in trainee teachers coming to the gallery on several occasions during their course, building their own cultural capital.

7. Benefits for the gallery • Kept up to date with changes in curriculum and policy • Builds new audiences for the gallery • Opportunity to work with teachers at an early stage in their careers • Direct links with schools and teachers for evaluation and feedback • Chance to display high quality art work inspired by our collections • Develop new way of engaging with our collections • Build links with other Higher Education providers. In 2012/13, 465 trainee teachers from 5 Higher Education providers attended taster days at the Walker Art Gallery, majority from Edge Hill University “I hope the exhibition is a success. Some of the class have already been to see the art work in the gallery. I'm aiming to visit in the school holidays. It would be great to forge further links with the school.” Lydiate Primary School

8. What does the research tells us? • Teachers engagement with museums is frequently characterised as passive (Stone 1997,1998, Symington and Griffin 1997,Mitchell Mathewson 2005) • Many teachers have misconceptions about museum education (Stone 97, Herne 2006). • Teachers feel that they have had virtually no and inadequate training in their ITE (Stone 97,98, Mitchell Mathewson 2005)

9. Understanding the problem • The theoretical concepts of Piere Bourdieu have been used to help us analyse and understand the potential reasons behind the issues that trainee teachers face. • Habitus • Cultural Capital • Field • Illussio

10. Mathewson. D (2007:5) A model for school-based learning in informal settings • Increasing involvement in the museum field through repeated exposure to develop awareness of the museum field, the agents, rhetoric and ways in which the museum ‘game’ operates -the rules, regulations, values and cultural capital which are in play • Gaining capital from the museum field to advance their own position in that field ,developing ways that assert the uniqueness and value of their own capital. • Development of a self reflexive understanding of the position and resources of [primary] educators within the museum field • Developing an ability to negotiate within and exploit the structure and actions of the museum field [through]; establishing strategic alliances with agents within the museum, primary education field, other educational sub-fields and other fields to advance marginal interests to challenge current mainstream practices in relation to the museum field

11. Benefits for the University • A Manifest increase in trainee teacher’s confidence in using a gallery and cultural objects • Stronger and more creative teachers with greater curriculum knowledge and ability to be innovate and flexible with the curriculum • Enhanced employability • Developing young teachers able to meet the recommendations of Henley’s Review of Cultural Education in England (2012) • Stronger Partnerships with schools and museum settings. • Opportunity for Action research to enhance the training we provide and to embed across our programmes

12. “I'm so grateful for the opportunity of taking part in this project… I have been inspired by the project which I feel has benefited me in the classroom in taking a holistic approach to learning and the curriculum beginning with a piece of artwork. I now understand the important role that galleries have in the education of children and in raising cultural capital. I have also gained significantly from taking part on a personal level as I now feel comfortable in the environment of the gallery and am able to engage with the works. Additionally, I have taken members of my family to the gallery to share my experiences and to provide them with the excitement I feel. I am eager to return to the Walker as well as visit other art galleries”  “It has given me the confidence to plan school trips and 1st hand experience of orientating the children” “My placement school were delighted to take part in the project, never having heard of it before and were very supportive. I tied the TOP in with the current class topic of shopping and decided to focus upon food. The school has a dedicated off timetable creativity week, which provided the ideal opportunity for the TOP. My class mentor (also class teacher) was extremely impressed by the visit and reported to the headteacher that she had never known anyone to work harder organising and delivering trip. Furthermore, the school now consider the Walker Art Gallery an exciting place to visit for school trips, having never previously considered it as a viable option. ”