GrowinG Future innovators - ARC Centre of Excellence for Creative ...

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154 Xanthoudaki et al (2003:3)
155 www.engage.org
156 Enquire (2009)
157 www.
inspiringlearningforall.gov.uk
158 Hooper-Greenhill
(2007: 44-62)
Growing future Innovators: a scoping study
studies is rare, consistency of measures
are often non-existent, terminology can
be poorly defined or vague and also that
this work can too often adopt an overly
advocacy-like approach. In addition, criticisms
have been made about the absence of
control groups, the small scale and sample
sizes of research projects, and that the field
at large has an over reliance on the case
study method. This complexity of metrics and
design is further compounded by a general
lack of longitudinal critique, making it difficult
to accurately assess learning and impact of
arts learning over a substantial period of time.
As already noted, measuring capabilities
such as imagination, intuition and creativity
is an ongoing project for researchers. More
thinking and experimentation is required to
generate new and reliable assessment tools
and methodologies concerning innovation,
but also arts learning. To satisfy many of the
concerns, only a diversity of quantitative,
qualitative and creative-based approaches is
likely to provide a thorough, inclusive picture.
As many of the interviewees for this scoping
study confirmed, the implementation
of programs is often so demanding that
longitudinal evaluation and research by
internal staff alone is rarely possible. This
echoes the findings of an international group
of arts education researchers who state that:
…in the rush for lively programming
which is so often imposed as a result of
institutional pressure or expectations,
a great deal of innovative practice goes
unreported and many educational issues
do not get adequately debated in the
wider world. 154
Evaluation is undertaken to the extent that
funding is able to be acquitted or program
approaches and relationships can be refined.
But to explore the broader connections
deeply and over time, and to bring a formal
rigour and analysis to this body of work will
usually require collaboration with research
partners and networks.
Previous research into the impact of
museum learning can be used to inform
the cogent design of new research models
for understanding innovation within
the educational programs of cultural
institutions. Much can be learned, for
example, from the gallery-based learning
organisation Engage, 155 who coordinated
the largest systematic review in England to
focus on how children and young people can
learn through galleries, contemporary art
and artists.
From 2004 to 2008, the enquire
programme was carried out through
clusters—or teams—of galleries,
partner schools/youth groups and
artists, and higher education institutes
which constituted the national research
consortium. The aim was to work
collaboratively across the professions to
develop exciting opportunities for children
and young people to learn through
engagement with contemporary art, whilst
researching the learning benefits and
conditions for that learning. 156
Much of the work of enquire deepened
the findings of an earlier UK study, the
Learning Impact Research Project (2001-
2004), undertaken through the Inspiring
Learning For All initiative. 157 LIRP refined
a succinct framework for understanding
aggregated learning outcomes of museum
and gallery learning, which, in generic
terms, are described as the capacity to
1) provide enjoyment, inspiration and
creativity, 2) enhance attitudes and values,
3) impart skills, 4) develop knowledge and
understanding, and 5) improve action,
behaviours and progression. 158 If the idea
of educating for innovation is brought to
bear on these five points, then we may well
develop a tool to understand and evaluate the
impact that contemporary arts institutions
and their educational programs can create.
That is, we could evaluate: the enjoyment
and inspiration of innovation; the values
and attitudes of innovation; the innovation
skills; the knowledge and understanding
of innovation; and the innovative actions
and behaviours.
Whilst drawing on the richness of existing
research projects like LIRP is important, in
this scoping study we have also attempted
to survey first-hand the way leading
contemporary arts and cultural institutions
can connect schools and young people to
innovation. These findings are outlined in
the following section on the form of seven
associative links.