We want to share our work as widely and creatively as possible. Continuing professional development options can be explored here. We offer a range of physical and online resources and research - all of which can be explored below. Many of these can be read or watched online for free and are available in print and can be purchased via the the CCI Shop.
Further information about our playful toolkit developed with families for use in contemporary art galleries can be found here.
The 2012 evaluation of our Footprints projects with Cambridgeshire County Council Early Years Team is here.
Research published in academic and professional journals on CCI's work:
Hay, P., Sapsed, R., & Sayers, E. (2020) Creative Activism - learning everywhere with children and young people. FORUM Volume 62, Number 1, 2020
A chapter by Nicola Walshe, Elsa Lee, Danielle Lloyd and Ruth Sapsed in a new collection edited by Pam Burnard & Laura Colucci-Gray: Why Science and Art Creativities Matter: STEAM (re-) Configurings for Future-Making Education, 2020
A chapter by Elsa Lee, Nicola Walshe, Ruth Sapsed and Jo Holland in a Research Handbook on Childhoodnature published by Springer International Handbooks of Education (2018). Editors: Cutter-Mackenzie A., Malone K., Barratt Hacking E. CCI’s work is also included in the companion volume for this new Handbook.
This paper by Dr Esther Sayers about CCI’s ArtScaper programme was published in the Journal of Cultural Research in Art Education, September 2018.
I explore the idea that community engagement is not simply about learning as an instrument to produce a person who is ready for active citizenship within a democracy, but rather to enable newly configured communities where an individual’s uniqueness is savoured.
This study of CCI artists working with children in schools on nature - based activities by Dr Nicola Walshe(Anglia Ruskin University) and Dr Elsa Lee (University of Cambridge) suggests important outcomes for mental wellbeing.Recent evidence from this research was presented in the form of this poster at the European Educational Research Association Annual Conference in Copenhagen in August 2017, presented with Millie Smith (Anglia Ruskin University). The evidence was also logged as part of the data collection for the House of Commons Debate: Effect of the arts on health in October 2017.
What happens to opportunities for learning when some of the structures of schooling are remodelled? What do children and young people do with these new opportunities? Drawing on research into creative projects in a primary and secondary school, and an after-school club for looked-after children, this paper examines a different way of working in schools, from the perspective of the creative practitioners who designed and led the projects in partnership with teachers and resource centre workers. Education 3-13, Vol. 35, No. 1, February 2007, pp 47-58.
An article about the role of play in CCI's practice by Artist Idit Nathan. Published in Engage 16, Winter 2006, the journal by the leading international association for gallery educators, artist educators and other arts and education professionals.
Tyler Denmead is Assistant Professor of Art Education in the School of Art and Design at the University of Illinois. He is the Director of the Saturday Art School, and the founder and former Executive Director of New Urban Arts. His doctoral studies at the University of Cambridge (2011) focused on the pedagogies of CCI artists. Findings from this research have been published in a number of peer-reviewed journals:
Viscerality and Slowliness: An Anatomy of Artists' Pedagogies of Material and Time
(with Richard Hickman, University of Cambridge)
International Journal of Education and the Arts, Volume 13, Number 9, December 19, 2012
Being and becoming: Elements of pedagogies described by three East Anglian creative practitioners
Thinking Skills and Creativity Volume 6, Issue 1, April 2011, Pages 57-66 (Permission has been granted from Elsevier for CCI to publish this article via its website)
Meeting and extending participants: exploratory case studies of community artist pedagogy Journal of Arts and Communities Volume 1, Number 3, July 2011 , pp. 235-246(12)
A summary of the article published in Thinking Skills and Creativity is featured on the Creativity, Culture and Education (CCE) website, which can be accessed here. Journal articles may also be purchased or accessed through institutional subscriptions.
Prior to his postgraduate work, he was the founder and director of New Urban Arts, a nationally-recognised interdisciplinary studio for artist mentors and secondary school students in the United States.
Refocus Journal Articles include:
An account of an original Footprints project with Colleges Nursery (north Cambridge) with CCI artist Filipa Pereira-Stubbs. 2008.
A reflective account by early years educators Andrea Gray and Jane Stewart, participants on a 2009 Creativity as Practice Course, run with Pam Burnard, University of Cambridge Faculty of Education and Brent Early Years Team. 2009.
Listening to fact and fiction and The poet, the children and the fantastical map are short articles originally published in Early Years Education Magazine about our work in Spinney Wild Woods - Words are powerful and playful. We use words to tell the truth and we use words to make things up; we often do both at the same time, and if we are allowed to, we begin early in life. I believe it’s part of our job as educators, to make time and opportunity not only for this to happen, but to listen carefully when it does, and to learn from our listening. Deb Wilenski
Follow links for a shortened version of an article on adventuring and emotional exploration in Early Years Educator and a post on Fantastical worlds in the woods in the National Trust's blog Outdoor Nation. Recent evidence from research by Dr Nicola Walshe (Anglia Ruskin University) and Dr Elsa Lee (University of Cambridge) suggesting important outcomes for mental wellbeing from CCI work was presented in the form of this poster Supporting children’s well-being with art in nature: artist pedagogue perceptions at the European Educational Research Association Annual Conference in Copenhagen in August 2017. The evidence was also logged as part of the data collection for the House of Commons Debate: Effect of the arts on health in October 2017.
Really fun and if people in every year group do it, this school would be super super creative.
My class have absolutely loved the ‘Fantastical Worlds’ game. We imagined the classroom from a new perspective - borrowers, small creatures, flying unicorns, fish, small pets etc. I told them about the principle of really slowing down and taking time to observe their environment in a completely new way.
This exercise helps you see the world from a creature's perspective – calm yourself and see the world with new eyes.
Each pack includes four games that together offer at least twenty different prompts for how to start your own creative adventures. Each sheet can be copied freely so that games can be played in groups or classes easily.
The games are contained in their own folder and full instructions are included. Read more about their creation here.
These short films illustrate different aspects of recent Footprints projects - the search for adventure by nursery children near Peterborough (Running into adventure), storying with reception children in a Cambridge Nature Reserve (Here I come to the jungle), being lead by reception children into their local woods in south Cambridge (Discovering the Spinney Wild Woods) and sharing a week of journeying together as families in this same wood (A Week in the Wild Woods).