1/resistant: all I want to say for future teachers is that whenever you first have a child
come up to you and say that they ’re bored about the art, right? .. Don’t coop them
up in the classroom with long debating about what you’re going to do. Take them
somewhere... give them cameras, let them go around and take pictures.
Critical Minds set up the possibility of an in-between space where pupils were
encouraged to acknowledge their journey to and from the institutional sites of the
project. Additionally fieldwork within community spaces was utilised for a number
of sessions.
What was also noticeable was the way the institutional spaces themselves could be
reconfigured to alter perceptions and possible ways of working.
4/good: We. put ideas on paper on how we [want] to change the room. see how
they come out on paper. But we didn’t actually do it. It was fun just to think about it.
Although the potential of the exercise was not realised in this instance, it was evident
in this session that pupils were able to reflect on the ways different spaces condition
their learning and that through processes of mapping and reconfiguration they can
inform adults about what works for them. This exercise also demonstrated how visual
practices can be propositional and predictive, attributes normally associated with
language.
Conclusion
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