Cross‐Curricular Gallery Learning: A Phenomenological Case Study |
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| Authors: | Richard Hickman Lauren Kiss |
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| Institution: | 1. Reader in Art Education in the University of Cambridge Faculty of Education where he is course leader for PGCE Art & Design.;2. Teaches art at Netherhall School, Cambridge, having previously worked with young people in a variety of contexts. |
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| Abstract: | This article examines the strategies that can be used to enhance students' understanding of how subjects link together and whether cross‐curricular approaches, through a gallery project, have any real impact on students' understanding of the links between subjects. A substantial part of this article, however, describes the methodological aspect of the project. A phenomenological case study approach was used in order to engage fully with individual students' learning experiences. It was found that the students who were involved directly with the study felt that the links between subjects had more relevance to their learning when the teacher made such links explicit. They were unaware of the relevance of many cross‐curricular links made in lessons, but the study indicated that cross‐curricular learning can enable students to transfer skills and knowledge in order to understand concepts more fully. |
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