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Week 9 was spent gathering data through a focused discussion with some of the students. In this discussion the questions asked were focused on the overall opinion of the project, but most importantly attempting to answer the research question.

Upon analysis of the data gathered from then and from the previous weeks, I discovered that there was a recurring theme that the students view the artroom as an environment for sharing, whether this be solely through the project or not.

In the week 5 audio recording/interview it was agreed by the students participating that they did indeed share more through the project.

"Student A, do you think from being in a group you shared more or less stories than you did on your own at the start?”
“I’d say more. Because they [others in the group] had more stories that I didn’t know.”

This then was re-examined in the week 9 discussion with students furthering the comment by speaking specifically about the artroom and the element of groupwork.

"In each of your own opinions, do you think Art and the artroom is a good place to collaborate on projects? Why?"
"Student 1 – yes. There’s enough space and we all can come together and speak as much as we do in our own class.

Student 2 – yes. Its more like, once you go into the class as a group you have to be more focused and more willing to work. If you go in and don’t want to work then its just like you don’t want to do art. You go in for a laugh. Then you go in there be focused, and put your all into the project your working on. "

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I mentioned in the last padlet/research summary how some students were coming up with new folklore stories and then discussed how this might link to folklore being a true element of its time and/or generation.

It was exciting as an element of investigating, as i was interested to see where the students minds and imaginations would lead if they were to possibly come up with a new story that involves the traditional folklore characters and let them tell their own stories.

It was through the observation and studying of the students notebooks that it was realised that the students were indeed using stories relevant to their lives.

Below is the final recorded story for the stop motion which was thought up and devised by the students.

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In the preceeding week 5 questionnaire 91% of the students agreed that they DO engage in Cultural exchange in school, as well as 86% agreeing it was through the project.

In the interview with one of the art teachers it was also mentioned a lot about the constraints in the current and upcoming curriculum changes and how training is of a high importance to ensure that teachers can introduce this aspect to schools and classrooms of all cultural backgrounds. With appropriate training, it can be achieved.

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Materials that investigate...

- Cultural Exchange in Schools
- Cultural Exchange between age groups
-Dept. Docs on curriculum and training
-PDST
-New folklore?
-Promotion of culture
-Cultural appropriation
-Teenagers and building friendships through Cultural exchange