Collaborations

Andrew Swainston at Albert Park College

Andrew Swainston worked at Albert Park College (APC) as Director of Music 2010-2013 and also as a Melbourne University Clinical Specialist at the college during this time and into 2014. Over this period he has supported the College in establishing connections and collaborations with groups such as ANAM and Wot Opera. See below for more information about these exciting projects:

Child and Adult response project

This exciting collaborative project was devised by Visual Arts lecturers Marnee Watkins and Gina Grant and was undertaken by students enrolled in the arts education Breadth subject 'Printing, Collage and Social Engagement'.

The aim of the 'Child+Adult Art Response Project' was to encourage the participants to engage socially through the visual arts and to generate intercommunity conversations across time and space. The project culminated in a curated exhibition with pairs of child and adult artworks framed and displayed in the exhibition side by side, with the two artists' first names given equal prominence.

Children in Grades 3 and 4 at Abbotsford Primary School in Melbourne and Melbourne University students were invited to respond artistically to each other's artworks. The primary students were asked to imagine that whilst they were going along a secret path to their special place, they see a creature. They each drew their special place (real or imagined), their creature and the secret path that led to their special place. They then drew a map that was hidden somewhere (could be along the secret path or on the creature). One artwork from each child artist was given to a partner artist from the university, who then responded artistically, using print and/or collage.

There were great benefits for all project participants in this project. Melbourne University Students were offered time to step outside of their undergraduate intellectualisms and varied academic worlds, to engage with children's imaginative thinking, storytelling and artistry. For the child artists, they engaged in an open-ended artmaking process with support, with first hand and personalised access to sophisticated adult rendered artworks. The participating school-based art teacher welcomed new opportunities for expanding their repertoire of artmaking ideas and processes, and we, the facilitating university-based teachers, embraced the opportunity to strengthen our understanding of children, their artmaking and art thinking.