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Pedagogical reasoning, creativity and cooperative learning in the visual art classroom

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This article reports on an action research that combined a process-product approach to improving learning with reflective practice. In Queensland, the school subject of Senior Secondary Visual Art is based on a state curriculum document that sets out standards against which teachers assess each student's creative ability. A pedagogy that supports the development of creativity is integral to student success therefore. This action research centered around the explicit teaching of a cooperative learning model that set out to facilitate senior secondary students' creativity in art making. One of us used action research to examine her teaching for creativity while implementing a particular model of cooperative learning. Through analysis of the evidence collected, we identify the process whereby she acknowledged the role her assumptions about learners and content played in her pedagogical decision-making. The finding was that learning and teaching for creativity can be achieved successfully when a teacher understands the nature of their own pedagogical reasoning.
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Keywords: cooperative learning; creativity; knowledge-in-action; pedagogical reasoning; visual art

Document Type: Research Article

Affiliations: Cannon Hill Anglican College and Griffith University, Brisbane Australia.

Publication date: 2009-06-01

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  • The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.

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