Bringing artists into learning sites such as schools has resulted in diverse educational benefits for students. As a consequence a gaze has turned to the pedagogies artists employ, to consider how their strategies might inform the practice of ‘mainstream’ school teachers.
With this scrutiny of artists’ pedagogies, the voices of artists involved in this type of work and how they describe what they do has received limited attention. Drawing on data from a research project in Australia, which explored the learning for artists who work in educational settings,
I consider the teaching approaches these artists described along with ‘effective pedagogy’ espoused in educational discourse. While acknowledging the good work artists claim they do in educational settings, rather than viewing artist pedagogies as better or competing with teachers’
pedagogies, they are or can be complementary. Both art teachers and artists play important roles in school art programmes.
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Document Type: Research Article
Victoria University, Australia
Publication date: September 1, 2017
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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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