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Just across the fields from Althorp, Northamptonshire, lies Holdenby, a house whose royal connections go back over 400 years. Built by Sir Christopher Hatton to entertain Elizabeth I, it became the Palace of James I and the prison of his son, Charles I.
Holdenby Palace- as it was then- was built in 1583 by Sir Christopher Hatton, the much favoured 'Dancing Chancellor' of Elizabeth I who she intimately called 'her lyddes' (the Earl of Leicester being her eyes). Hatton built Holdenby, the largest residence in Elizabethan England with 123 huge glass windows specifically to honour his beloved Elizabeth. Hatton himself refused to live in the Palace prior to the Queen's first visit.
A few short years after the completion of Holdenby, Hatton now being bankrupt and childless, the Palace passed to James I who used it as a place of entertainment for his son, Charles I to whom it later became a prison; he was held here for 5 months after his defeat in the Civil War. The King plotted to escape but Cromwell sent Cornet Joyce with 500 soldiers to remove him to safer custody and eventual execution. Following the Civil War, the Palace was sold to a Parliamentarian, who subsequently reduced it to a single wing, receiving, now, the appellation Holdenby House. In 1709 it was bought by the Duke of Marlborough, from whence it descended through the female line to the present residents, the Lowther family.
“The interior and exterior are so different from students’ usual environment. They tend to observe more and produce more detailed responses.” (Francis O’Neill, Artist / Educator.)
HERO Project: 'HerARTage'
Heritage sites can and should be used as neutral environments, where primary and secondary children can meet, be inspired and thus aid the transition of children from primary to secondary schools.
An interactive performace tour of the property - enabling children and young people to gain an insight into the characters linked to the history of Holdenby - has been developed. The project has been developed with a view to inspiring artwork, but is adaptable to link to other areas of the curriculum. Working 'cross-phase' as well as with individual primary schools, this resource is as flexible as they come! Children can meet, be inspired and thus ease the transition of pupils from primary to secondary schools.
Throughout the day children are assisted by a professional artist, who demonstrates and offers advice on skills and techniques.
The opportunities for still life, portrait and landscape drawing are plentiful at Holdenby. There is a 'wet space', where teachers and artists can deliver painting and clay demonstrations and where children and young people can begin to work-up their original sketches into a fully fledged work of art!
There are further opportunities for drama, creative writing, and the programme has been adapted and delivered as a session covering the KS1 unit, ‘Famous People’.
Chenderit School is a large visual arts college in Middleton Cheney, Northamptonshire. HERO is delighted at Chenderit’s commitment to the project. Whereas at other sites individuals or organisations have been engaged as key partners at properties, Chenderit School’s wealth of expertise has served this role. Chenderit School is home to a wide range of expertise and knowledge and an artist in residence, who, in 2003/2004 was Frances O’Neill and in 2004/2005 was Sarah Bosworth.
Follwing this successful partnership with artists in residence at Chenderit, Holdenby appointed its own Artist in Residence for the final year of HERO. First this was Joy Hawken, a highly regarded artist known for her equestrian works and latterly John Wiltshire an award winning Cambridge based artist whose CV can be found in the resources section of this site..
“I think it was brilliant because we learnt art and history in one!” (Cherise, Yr 6.)
HERO wanted to take risks regarding the pedagogic approach taken. Flexibility was a key factor, which was reflected in the cross-phase element, but also in the fact that the resource in development could be relevant to a wide range of users, particularly children/ young people studying history or art.
Participants can use this resource to enable their learning in history, English (story writing), Drama and Citizenship. The primary aim of the resource however is to provide a neutral environment in which primary and secondary children can enjoy each other’s company.
