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Dr Kate Noble

Education Officer

Kate Noble manages the schools programme at the Fitzwilliam Museum, which helps teachers and school groups make the most out of visits to the museum, and encourages participation with schools whose pupils do not normally have access to museums or galleries. She also leads a teacher training programme that encourages the development of creative teaching pedagogies using objects and images.

Kate holds a PhD in the Development of Visual Literacy in Young Children, and a BEd in Art and Early Years Education, both from the University of Cambridge. After completing her BEd she spent several years working as class teacher, before returning to University to undertake her PhD. Kate has contributed chapters to books on multi-modal literacy in children, worked as a researcher for the Tate Gallery's Young Cultural Creators Project and has led learning research and evaluation projects on behalf of the University of Cambridge Museums. Kate also works as Education Researcher at the National Gallery. 


Research Interests

Visual literacy, multimodality, creativity, drawing, making, play, dialogic learning, metacognition, art and design education, school and museum partnerships, digital technology and learning, teacher training and CPD, teacher and pupil well-being           


Recent/Major Publications

Journal Articles

‘Picture Thinking: The Development of Visual Literacy in Young Children’, in Engage 38 Special Issue on Visual Literacy, December (2016) pp40-51

Contributions to catalogues, collected essays and conference volumes

Thinking aloud: Looking at children drawing in responose to picturebooks in Children Reading Pictures: Interpreting Visual Texts, Evelyn Arizpe and Morag Styles, (2nd edition, Routledge 2015), pp99-120

‘Investing in Teachers of the Future through Initial Teacher Training’ GEM conference presentation and publication with Philip Stephenson in GEM Journal 25, Group for Education in Museums (2014) pp10-12

‘Thinking in Action: analysing children’s responses to multimodal picturebooks’ chapter with Morag Styles in Talking beyond the Page ed. Janet Evans, (Routledge 2009) pp118-133

‘Picturebooks and the Development of Visual Literacy’ chapter in What do you see? International Perspectives on Children’s Literature, ed. Jennifer Harding and Pat Pinsent (2008) pp153-164

Research and Evaluation Reports

UCM Digital Schools Consultation, Research Report’ with Sarah Jane Harknett and Naomi Chapman, (University of Cambridge Museums 2015) 

‘Thresholds: Poets in Residence Evaluation Report’, Unpublished Report, (University of Cambridge Museums, 2013)

Teaching Resources

Harrison Moore, A and Noble, K, Extended Project: Using Museums and Galleries, (OCR Teacher Notes 2017)

‘The Quest for the Pharoah’s Sarcophagus’, Science, Art and History interactive game created with Frances Sword, Helen Strudwick, Philip Stevenson and Mark Wingfield (The Fitzwilliam Museum, 2016)

‘Big Draw on Tour Sourcebook’ with Pam Smy, Anna Betts and Jenny Duke (University of Cambridge Museums, 2012)

Selected Case Studies and Blog Posts

Valuing the Visual: Reflections on the role of museums in supporting children and young people’s creativity and visual literacy.’ University of Cambridge Museums Blog Post, 1.9.17

Teacher Training Session with Access Art

‘Managing a school trip across eight museums’ in GEM Case Studies Vol.14 (2015)

‘Evaluating the Thresholds Poetry Residency’ Working with Writers Case Study, Museum Practice 16.06, Museum Association Website (2014)