The engagement of art educators with art practice, research and teaching is increasingly under debate. In New Zealand, as in many western countries, the emphasis has historically been upon teaching and learning. Perhaps influenced by Eisner's enlightened approaches (1979, 1991) to educational
connoisseurship and criticism, art/s educators began, in the late 1970s, to explore theoretical concepts that lay behind practice. Since then, emerging visions have been identified that support the argument for broadening research practice. Examination of the arts-based and practitioner-based
forms of inquiry being advocated now prompted me, within the context of art education in New Zealand, to engage in an approach to A/R/T in which art practice, research and teaching interconnect in an ever-continuing cycle.
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Document Type: Research Article
University of Auckland, New Zealand.
Publication date: 2009-12-01
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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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