This article reports on three cases of primary and secondary schoolteachers investigating their pupils' experiences of art from a phenomenological perspective. Using the three cases as illustrations, the article discusses how these teachers, having limited knowledge of research and
aesthetics, selected study topics, determined the scope and method of data collection, conducted conversational interviews and interpreted the data collected. The article reveals the ways in which small-scale phenomenological studies can be carried out in a school context, with the ultimate
aim of improving teachers' own practices. The article concludes with an analysis of phenomenological studies as a form of professional reflective practice.
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experience of art;
Document Type: Research Article
The Hong Kong Institute of Education.
Publication date: October 1, 2010
More about this publication?
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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