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‘To Let My Imagination Grab My Pen’: Perceptions of Learning within the Writers-in-Schools Scheme

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This chapter is based on research which set out to uncover students' perceptions of learning, both in and through the literary arts (O'Hanlon 2017). Seeking to extend the understanding of arts learning in the second-level classroom, the research explored students' perceptions of their own learning. It is based in the understanding of ‘the arts …[as] an integral part of a complete, successful and high-quality education’ (INTO 2009: 3) and the intrinsic meaning and value of art objects produced by students within these arts based settings (Dorn et al. 2004; Goodman 1978). Findings suggest that arts learning offers distinct modes of learning which can enrich the curriculum, particularly where access to aesthetic and expressive modes of learning may otherwise be restricted. Four case studies, conducted from 2013 to 2015, recorded the perceptions of learning of 91 predominantly Transition Year students (15year olds), their teachers, and the writers who worked with them.

Keywords: Aesthetic and expressive learning ; aesthetic theories of learning ; Arts based theories of learning ; arts-based ; Cognitive/affective aspect of arts learning ; Embodied cognition ; Framework for assessment ; Grounded theory ; Habits of mind and learning dispositions ; Intrinsic motivation ; Modes of learning ; Social constructivist

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‘To Let My Imagination Grab My Pen’: Perceptions of Learning within the Writers-in-Schools Scheme
Intellect , 61 (2025); https://doi.org/10.1386/9781835951286_6
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