Conditions for learning: partnerships for engaging secondary pupils with contemporary art.

Pupils were asked to rate the importance of empathy, to be able to see things from
others’ point of view. Only 3 pupils felt this skill was ‘not very’ important. More
commonly, pupils felt it was ‘very important’ (57percent) or ‘fairly important’
(24percent).

Time

2/good: You have to attend every lesson because if you miss one lesson you’re like
behind... You have to be determined and you have to be dedicated... You have to have
a clear mind and be able to work under pressure because we did have to in a matter
of two days. But afterwards it’s something to be proud of, what you’ve done in that
short matter of time.

The fragmented nature of the school curriculum (on average art teachers only see KS3
pupils for 55 minutes each week) is often cited as the reason why teachers find it
difficult to establish continuity and build constructive relations with pupils.

2/resistant: It was a bit hard because you sort of forget what you did last lesson.

Such conditions are exacerbated in interventionist projects where ‘strangers’ enter an
environment in which time is restricted and has to be necessarily condensed.

2/artist 1: My only frustration was not having enough time with the girls. we came
up with taking the four sessions combined into the two days. which was really, really
productive.

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