The GENERATE project: curriculum and pedagogical inspiration from parents and their children working together

Journal article


Barnes, J. 2010. The GENERATE project: curriculum and pedagogical inspiration from parents and their children working together. Improving Schools. 13 (2), pp. 143-157. https://doi.org/10.1177/1365480210376477
AuthorsBarnes, J.
Abstract

GENERATE brings together two generations of learners in the context of the visual arts. Twelve artist-parents from the University of the Creative Arts (UCA) have shared the process of art creation with their own young children (3-14 years). Over two years, in their own studios, university workspaces and exhibition venues, artist-parents have made art alongside their children. This has involved the interchange of creative, attitudinal and sometimes technical approaches with them but sometimes involved no more than physical proximity. Much adult work has arisen and will arise from expression of the playful, free flowing, often process-dominant approaches of their children. A series of public and family workshops and two major exhibitions with the Turner Contemporary gallery have already brought this cross-generational but child-centred, child-led practice to communities in east Kent.

The GENERATE project however has lessons for education which go far beyond the arts and parent-child relationships. This article uses the evidence of diaries by artists and children and a series of formal discussions to explore the way in which the project challenged established views on children and creativity, intergenerational collaboration and child-led learning.

The GENERATE project is jointly funded by Turner Contemporary in Margate and UCA and this report has been supported by research funds from Canterbury Christ Church University. The report concentrates on key issues from the project:

1. Play, creativity and children
2. What motivates us to be creative?
3. Can creativity be taught?
4. How can new knowledge [from the GENERATE project] be applied to the teaching of adults and children?

KeywordsChild-centred, child-led, creativity, arts, parents, adults, learning, curriculum, pedagogy
Year2010
JournalImproving Schools
Journal citation13 (2), pp. 143-157
PublisherSAGE Publications Ltd
ISSN1365-4802
Digital Object Identifier (DOI)https://doi.org/10.1177/1365480210376477
Publication dates
PrintJul 2010
Publication process dates
Deposited17 Oct 2012
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/86q97/the-generate-project-curriculum-and-pedagogical-inspiration-from-parents-and-their-children-working-together

  • 129
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Applying cross-curricular approaches creatively
Barnes, J. Cremin, T. (ed.) 2018. Applying cross-curricular approaches creatively. London Routledge.
Consistent ozone-induced decreases in pasture forage quality across several grassland types and consequences for UK lamb production
Hayes, F., Mills, G., Jones, L., Abbott, J., Ashmore, M., Barnes, J., Cape, J., Coyle, M., Peacock, S., Rintoul, N., Toet, S., Wedlich, K. and Wyness, K. 2016. Consistent ozone-induced decreases in pasture forage quality across several grassland types and consequences for UK lamb production. Science of the Total Environment. 543 (A), pp. 336-346. https://doi.org/10.1016/j.scitotenv.2015.10.128
Towards a creativity-rich curriculum for the well-being of children 3 – 7 years.
Barnes, J. 2015. Towards a creativity-rich curriculum for the well-being of children 3 – 7 years. in: Powell, S., David, T. and Goouch, K. (ed.) Philosophies and Theories of Early Childhood Education and Care London Routledge.
Interdisciplinary, praxis-focused autoethnography: using autobiography and the values discussion to build capacity
Barnes, J. 2014. Interdisciplinary, praxis-focused autoethnography: using autobiography and the values discussion to build capacity. Advances in Social Sciences Research Journal. 1 (5), pp. 160-182. https://doi.org/16.14758/assrj15.466
Speech bubbles: an evaluation of the 2013-14 extended programme funded by the Shine Trust
Barnes, J. 2015. Speech bubbles: an evaluation of the 2013-14 extended programme funded by the Shine Trust. Canterbury Canterbury Christ Church University.
What sustains a fulfilling life in education?
Barnes, J. 2013. What sustains a fulfilling life in education? Journal of Education and Training Studies. 1 (2), pp. 74-88. https://doi.org/10.10.11114/jets.v1i2.144
East Kent Global Citizens: using the citizenship curriculum at Key Stage 3 to teach about refugees and asylum seekers
Barnes, J. 2004. East Kent Global Citizens: using the citizenship curriculum at Key Stage 3 to teach about refugees and asylum seekers. Canterbury Multicultural Association.
Drama to promote personal and social well-being in six and seven year old children with communication difficulties: The Speech Bubbles Project
Barnes, J. 2013. Drama to promote personal and social well-being in six and seven year old children with communication difficulties: The Speech Bubbles Project. Perspectives in Public Health. https://doi.org/10.1177/1757913912469486
Past, present, future
Rogers, R. and Barnes, J. 2003. Past, present, future. Primary Geographer. 50, pp. 22-23.
What sustains a life in education?
Barnes, J. 2012. What sustains a life in education? PhD Thesis Canterbury Christ Church University Education
A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum
Maynard, T., Moss, J., Bowie, R. A., Christie, S., Bainbridge, A., Barnes, J., Blamires, M., Hassett, A., Powell, S., Robinson, S. and Canterbury Christ Church University 2013. A preliminary report exploring the need for and development of a coherent Personal and Social Education curriculum.
Happiness matters: towards a pedagogy of happiness and well-being
Scoffham, S. and Barnes, J. 2011. Happiness matters: towards a pedagogy of happiness and well-being. Curriculum Journal. 22 (4), pp. 535-548. https://doi.org/10.1080/09585176.2011.627214
Transformational experiences and deep learning: the impact of an overseas study visit on UK initial teacher education students
Scoffham, S. and Barnes, J. 2009. Transformational experiences and deep learning: the impact of an overseas study visit on UK initial teacher education students. Journal of Education for Teaching. 35 (3), pp. 257-270.
Bits ‘n pieces of other places
Barnes, J. 2000. Bits ‘n pieces of other places. Times Educational Supplement, Curriculum Special.
Net value
Barnes, J. 2000. Net value. Primary Geographer. 42, p. 15.
Design and Technology and the Historic Environment
Barnes, J. 1999. Design and Technology and the Historic Environment. London English Heritage.
Positive pedagogy in cross disciplinary practice
Barnes, J. and Scoffham, S. 2008. Positive pedagogy in cross disciplinary practice.
An emotional roller coaster: the transformational impact of overseas study visits on UK initial teacher education students
Barnes, J. and Scoffham, S. 2008. An emotional roller coaster: the transformational impact of overseas study visits on UK initial teacher education students.
Outlining the case for positive pedagogy
Barnes, J. and Scoffham, S. 2008. Outlining the case for positive pedagogy.
Music and the Rose Review: In praise of the wordless
Barnes, J. 2009. Music and the Rose Review: In praise of the wordless. National Association of Music Educators (NAME) Magazine.
Creativity and composition in music
Barnes, J. 2001. Creativity and composition in music. in: Philpott, C. and Plummeridge, C. (ed.) Issues in Music Teaching London Routledge Falmer. pp. 92-104
The integration of music with other subject disciplines, particularly other art forms
Barnes, J. 2009. The integration of music with other subject disciplines, particularly other art forms. in: Evans, J. and Philpott, C. (ed.) A Practical Guide to Teaching Music in the Secondary School Abingdon, UK Routledge.
Creativity in the curriculum
Cremin, T. and Barnes, J. 2010. Creativity in the curriculum. in: Arthur, J. and Cremin, T. (ed.) Learning to Teach in the Primary School Abingdon, UK Routledge. pp. 357-373
Dirty work
Barnes, J. 2002. Dirty work. Primary Geographer. 48, pp. 38-39.
Geography, creativity and place
Barnes, J. 2004. Geography, creativity and place. in: Scoffham, S. (ed.) Primary Geography Handbook Sheffield Geographical Association. pp. 24-33
Teachers’ emotions, teachers’ creativity
Barnes, J. 2003. Teachers’ emotions, teachers’ creativity. Improving Schools. 6 (1), pp. 39-43.
Young, gifted and... human
Hancox, G. and Barnes, J. 2004. Young, gifted and... human. Improving Schools. 7 (1), pp. 11-21. https://doi.org/10.1177/1365480204042114
Creating the world in the mind
Barnes, J. 2003. Creating the world in the mind. Primary Geographer. 50, pp. 16-18.
Creativity in the primary curriculum
Barnes, J. and Grainger, T. 2006. Creativity in the primary curriculum. in: Arthur, J., Grainger, T. and Wray, D. (ed.) Learning to Teach in the Primary School Routledge. pp. 209-225
'Strangely familiar': authentic experience, teacher education and a thought-provoking environment
Barnes, J. 2005. 'Strangely familiar': authentic experience, teacher education and a thought-provoking environment. Improving Schools. 8 (2), pp. 199-206. https://doi.org/10.1177/1365480205057708
Hitting the right note (subject coordinator's file)
Barnes, J. 2005. Hitting the right note (subject coordinator's file). Child Education. 29 (1), pp. 46-47.
Planning the perfect curriculum
Barnes, J. 2005. Planning the perfect curriculum. Child Education.
''On your mind'' Howard Gardner - child development pioneer
Barnes, J. 2005. ''On your mind'' Howard Gardner - child development pioneer. Nursery World. 105 (3965), pp. 12-13.
Space to reflect: creative leadership and the science of learning
Barnes, J. and Scoffham, S. 2009. Space to reflect: creative leadership and the science of learning. London, UK Creative Partnerships.
Using the built environment for musical composition
Barnes, J. 2007. Using the built environment for musical composition. in: Austin, R. (ed.) Letting the Outside In Stoke-on-Trent, UK Trentham Books. pp. 90-112
A conversation about creative teaching and learning
Barnes, J., Hope, G. and Scoffham, S. 2008. A conversation about creative teaching and learning. in: Craft, A., Cremin, T. and Burnard, P. (ed.) Creative Learning 3-11 and How We Document It Stoke-on-Trent Trentham Books. pp. 125-133
Strangely familiar – the HEARTS Project
Shirley, I. and Barnes, J. 2007. Strangely familiar – the HEARTS Project. National Association of Music Educators Magazine. 22, pp. 7-10.
The TRACK project in Kent: evaluation report
Barnes, J. and Powell, S. 2008. The TRACK project in Kent: evaluation report. Future Creative.
Music and well-being
Barnes, J. 2008. Music and well-being. National Association of Music Educators Magazine. 24, pp. 10-13.
Transformational experiences and deep learning: the impact of an intercultural study visit to India on UK initial teacher education students
Scoffham, S. and Barnes, J. 2009. Transformational experiences and deep learning: the impact of an intercultural study visit to India on UK initial teacher education students. Journal of Education for Teaching. 35 (3), pp. 257-270. https://doi.org/10.1080/02607470903091294
Effects of ozone on species composition in an upland grassland
Wedlich, K., Rintoul, N., Peacock, S., Cape, J., Coyle, M., Toet, S., Barnes, J. and Ashmore, M. 2011. Effects of ozone on species composition in an upland grassland. Oecologia. 168, pp. 1137-1146. https://doi.org/10.1007/s00442-011-2154-2
A creative cocktail: creative teaching in initial teacher education
Grainger, T., Barnes, J. and Scoffham, S. 2004. A creative cocktail: creative teaching in initial teacher education. Journal of Education for Teaching: International Research and Pedagogy. 30 (3), pp. 243-253. https://doi.org/10.1080/0260747042000309475
“You could see it on their faces…?”: The importance of provoking smiles in schools
Barnes, J. 2005. “You could see it on their faces…?”: The importance of provoking smiles in schools. Health Education. 105 (5), pp. 392-400. https://doi.org/10.1108/09654280510617204
Strangely familiar: cross-curricular and creative thinking in teacher education
Barnes, J. and Shirley, I. 2007. Strangely familiar: cross-curricular and creative thinking in teacher education. Improving Schools. 10 (2), pp. 290-304. https://doi.org/10.1177/1365480207078580
Cross-Curricular Learning 3-14
Barnes, J. 2007. Cross-Curricular Learning 3-14. Paul Chapman.
Creative teaching for tomorrow
Cremin, T., Barnes, J. and Scoffham, S. 2009. Creative teaching for tomorrow. Deal, UK Future Creative.
Using the built environment to generate musical composition
Barnes, J. 2007. Using the built environment to generate musical composition. in: Austin, R. (ed.) Letting the Outside In: Developing Teaching and Learning Beyond the Early Years Classroom Stoke on Trent Trentham Books. pp. 33-51