‘Patterned Palace’: A case study supporting the benefits of creative partnership within the Welsh Foundation Phase

Abstract

‘Patterned Palace’ is a case study that was developed in response to the current global interest that surrounds creative learning, and partnerships between artists and teachers in education. The case study involved a group of researchers (including a teacher, an education advisor, a professional artist and an academic researcher) working together to plan, implement and evidence the role and value of mark making during the creative learning process. The case study was conducted with a Key Stage 1 class, now superseded by the Foundation Phase in Wales. The aim of the study was to increase children’s creative learning experiences through their engagement with the concept of pattern and in particular to consider whether children’s communication of interpretations; generated understandings; reflective activity and ability to predict outcomes could be evidenced when partnered with a professional artist. Parallels between play and creativity are highlighted and the paper describes successful features of the collaborative partnership with reference to implementing the Foundation Phase in Wales.