Arts Education: a process approach to the development of pedagogy (original) (raw)
Related papers
Theory and practice between art and pedagogy in the art school
Constructing a Reflective Site was a fine art practice-based Ph.D. project, which considered the relationship between art practice and teaching. The project set out to explore what the critical potential could be for a practice and teaching interrelationship, through a Ph.D. research project within the art school undertaken from a dual position on practice: art practice and teaching as practice. This article outlines how this dual Ph.D. research employed a transdisciplinary approach towards an exploration of subject specificity in Fine Art education, by drawing on constructions of sites, towards an artistic position as well as a theoretical framework. Within these sites, notions of reflection, as found in philosophy, art and pedagogy, were used to elucidate and question this relationship between forms of knowledge as found between them. By mapping reflection across art practice, teaching practice and theory, historically, cognitively and in epistemology, reflection was found to not necessarily constitute the same experience across pedagogy and art practice. Correlating theory and practice needs to be critically productive, not just for the process of undertaking a Ph.D., but also within broader fields of art and art pedagogy. This article discusses a coupling of critical and productive in relation to a dual or expanded practice relating to the field of art.
How do Artists Learn and What Can Educators Learn from Them
2014
Among scholars and practitioners interested in creative learning, many assumptions and even stereotypes are nurtured about artists’ creativity. The myth of the lone genius, for example, is neither close to artistic practices nor beneficial to education. We address the topic of artistic creativity, looking at its relevance to educational settings. Through asking the question: how do artists create, learn and how can education learn from them, we have investigated and described professional artists’ creative and learning processes. In this article, we present findings from a qualitative research project that explores these questions as an empirical and theoretical contribution to the field of arts and creativity research from a learning perspective. We found that the interviewed artists experience learning and the creative process as interwoven phenomena and that they develop intentional learning strategies that they use in the effort of creating works of art. One of the strategies, b...
The current state in the area of visual art creation, characterized by a continuous as well as a radical expansion of its boundaries, sets forth an issue for an analogous diversification in the art teaching field. Within this context, various questions and proposals are set forth as to the direction that a teaching intervention, able to promote and handle subjectivity, fluidity and relativity in the artistic work, may take. Should we promote a “safe” approach, should the educational condition further “loosen”, or should the cognitive field be radically transformed? These concerns constitute three essentially different viewpoints, all of which are examined in this article. Within the scope of the approach hereby adopted, a synchronization with artistic reality urges art education towards an exceptionally wide and multifaceted teaching approach, strengthening the need of children to perceive, comprehend, interpret and criticize the variety of visual forms available to them. KEYWORDS Art education, artistic creation, education, subjective teaching, creation
Art, Artists and Pedagogy, 2017
This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the 21st century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level. From the outset, this book is not only about arts in practice but also about what distinguishes the ‘arts’ in education. Exploring two different philosophies of education, the book asks what the purpose of the arts is in education in the 21st century. With specific reference to the work of Gert Biesta, questions are asked as to the relation of the arts to the world and what kind of society we may wish to envisage. The second philosophical set of ideas comes from Deleuze and Guattari, looking in more depth at how we configure art, the artist, and the role played by the state and global capital in deciding on what art education has become. This book provides educators with new ways to engage with arts, focusing specifically on art, music, dance, drama and film studies. At a time when many teachers are looking for a means to re-assert the role of the arts in education this text provides many answers with reference to case studies and in-depth arguments from some of the world’s leading academics in the arts, philosophy and education.
Reflective teaching in the creative arts
JUICE, 2019
This paper explores the conceptualisation of reflective teaching on creative educational development programmes and the extent to which enabling a reflective disposition may be influenced by the forms, interpretations and underpinning values of reflective practices in the creative arts. The author reflects on her own role as a senior educational developer working in a creative arts university, identifying a mismatch between educational developer discourse or "edu-speak" and the more socially-situated, culturally-imbued dialogue on reflection that might more typically personify creative arts teaching practice. This gap in knowledge is now the subject of the author's own educational doctorate, entitled, 'How do creative arts lecturers in higher education talk about reflecting on their teaching?' in which arts lecturers in higher education will be encouraged to talk about reflecting on their teaching using their own discursive repertoires. The aim of the research proposed is to better understand the contingently formed understandings and engagement with reflective teaching processes by creative arts lecturers.
Pedagogical Practices in Creative Arts: Using the Right Approach for Effective Delivery
European Journal of Education Studies, 2019
This study examined the possibility of improving the teaching and learning of Creative Arts among Pupils of Akom D/A Primary School. The study aimed at using demonstration and activity methods to enhance the quality of teaching and learning of Creative arts and also to develop pupil’s interest in the subject. The study used Qualitative and quantitative methods with Observation and Questionnaire as research instruments to collect data from fifty (50) Pupils in Primary three (3). The data collected was analyzed using tables, charts, figures and percentages. Demonstrations followed by series of practical lessons aroused pupil’s interest and improves upon the teaching and learning of Visual arts aspects of the Creative Arts syllabus. It was noted from the students that discussion alone doesn’t help them in learning creative Arts. Creative arts subject is practical oriented; therefore any discussion must be followed with demonstration and practical lessons for better appreciation and und...