1. Engage at Tate Exchange What’s art got to do with it?
Dr Eleni Kostarigka,
Freelance Educator

2. Museums, galleries and schools
Museums, especially local, due to lack of funding usually follow tried and tested workshops, mainly addressing up to Key Stage 3 pupils.
Research shows that museum educators are not expected to generate knowledge and they mainly work in an intuitive way (e.g. Charman, 2005) .
It seems that we may need more collaboration and partnerships between museum/gallery educationalists and teachers, psychologists and academic researchers.

3. Some thoughts from a teacher’s point of view
Art education could address aspects of ALL subjects of the curriculum.
Workshops have to be specific with very specific learning outcomes.
No one doubts the invaluable contribution of art to an individual's personal and professional development. However, schools want specific learning outcomes.
In cases when teachers worked closely with artists and explicitly said what they needed, a much more ‘educational’, in the formal sense, workshop was achieved.
We need help and collaboration in order for artists and museum educators to think a little bit more like teachers and teachers to think a little bit more like artists!

4. What are we going to do today?
This workshop is based on my teaching methods as a Sociology Teacher and freelance educator.
You will have to pretend you are Year 10 or Year 12 students! These are the years when students will be introduced to Sociology for the first time.
These activities can be used for the introduction of the main sociological theories and two basic research methods, by using artworks.
Part A: Marxism, Feminism, Functionalism
Part B: Interviews and Observations

5. The learning outcomes (based on the WJEC Sociology GCSE and A Level Specs)
We will explore sociological debates and theories with reference to people and society.
We will discuss the nature of cultural variations between different social groups.
We will identify and apply methods and techniques employed by sociologists to acquire information.
Using a range of techniques such as interviews and observation we will research social phenomena.
Wider Curriculum: Communication, Problem Solving, Working with Others, Improving Own Learning and Performance, Literacy

6. Our world through different eyes

7. The conditions of the working class: an observation

8. Interview me!

9. identity and belonging faced by migrants travelling across oceans and seas.

10. Women’s representation in Museums

11. Paintings André Fougeron, Atlantic Civilisation, 1953, Tate Modern
Chris Ofili, No Woman, No Cry, 1998, Tate
Pablo Picasso, Weeping Woman, 1937, Tate Modern
Lubaina Himid, Between the Two my Heart is Balanced, 1991, Tate (Not on Display)
Guerrilla Girls, Do Women Have To Be Naked To Get Into the Met. Museum?, 1989, Tate Modern
Alphonse Legros, Le Repas des Pauvres, 1877, Tate (Not on display)

12. References
Charman, H (2005) Uncovering Professionalism in the Art Museum: An Exploration of Key Characteristics of the Working Lives of Education Curators at Tate Modern, Tate Papers 3, papers/03/uncovering-professionalism-in-the-art-museum- exploration-of-key-characteristics-of-the-working-lives-of-education- curators-at-tate-modern [Accessed: 04/03/2017]