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dc.contributor.authorButcher, John
dc.date.accessioned2011-12-09T12:31:51Z
dc.date.available2011-12-09T12:31:51Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10545/196642
dc.description.abstractThis case study describes a partnership between University College Falmouth (UCF) and Tate St. Ives (TSI). Framed within a national Enquire project (one strand of a DCMS funded commissioning programme) investigating the learning benefits of gallery education, the report tells the story of a successful collaboration which engaged undergraduate Art student mentors from UCF in a peer leadership project at TSI. The project was evaluated using an innovative action research model to explore peer learning through engagement. Outcomes suggest undergraduate student mentors enhanced their learning in a number of ways: experientially developing the ‘soft’ transferable skills related to employability in the arts; improving their knowledge of employment opportunities in gallery settings; gaining competence in action research.
dc.language.isoenen
dc.publisherHEA Art Design Media subject centreen
dc.relation.urlhttp://www.adm.heacademy.ac.uk/resources/case-studies/arts-university-student-mentors-and-gallery-peer-leaders-partnerships-for-learning/en
dc.subjectPeer mentorsen
dc.subjectUndergraduate learning in galleriesen
dc.subjectPartnershipsen
dc.titleArts university student mentors and gallery peer leaders: partnerships for learningen
dc.typeArticleen
dc.contributor.departmentUniversity of Northamptonen
refterms.dateFOA2019-02-28T12:42:39Z
html.description.abstractThis case study describes a partnership between University College Falmouth (UCF) and Tate St. Ives (TSI). Framed within a national Enquire project (one strand of a DCMS funded commissioning programme) investigating the learning benefits of gallery education, the report tells the story of a successful collaboration which engaged undergraduate Art student mentors from UCF in a peer leadership project at TSI. The project was evaluated using an innovative action research model to explore peer learning through engagement. Outcomes suggest undergraduate student mentors enhanced their learning in a number of ways: experientially developing the ‘soft’ transferable skills related to employability in the arts; improving their knowledge of employment opportunities in gallery settings; gaining competence in action research.


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