Objects of curiosity: How old master paintings have been used in the primary classroom to provide pupils with cognitive challenge and creative agency

Abstract

Cremin & Chappell (2019) in an international systematic review of creative pedagogies call for more methodically appropriate studies that address ‘how pedagogies shape and influence creativity’ (p.27). This paper describes a study (Hosack Janes, 2019) that explores why and how 25 UK primary school teachers undertook an arts education project linked to a scheme run by the National Gallery, London, called Take One Picture. Analysis of the data, from teacher-collated log journals, teacher interviews and a questionnaire, revealed that when paintings were used as objects of curiosity teachers employed strategies that were experiential in nature, as characterised by Dewey (1938). There were also strong signs that the experiential pedagogical practice provided high levels of cognitive challenge and creative agency for pupils.