A Shared Place of Discovery and Creativity: Practices of Contemporary Art and Design Pedagogy

Autor/in	Page, Tara
Titel	A Shared Place of Discovery and Creativity: Practices of Contemporary Art and Design Pedagogy
Quelle	In: International Journal of Art & Design Education, 31 (2012) 1, S.67-77 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/j.1476-8070.2012.01732.x
Schlagwörter	Artists; Art Education; Art Teachers; Design; Program Descriptions; Teacher Role; Teacher Researchers; Teacher Student Relationship; Self Concept; Professional Identity; Educational Environment; Educational Practices; Adult Education; Adult Educators; Postsecondary Education; Communities of Practice; Educational Change; Beginning Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Artiste; Artist; Künstler; Künstlerin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Lehrerrolle; Lehrerforschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Post-secondary education; Tertiäre Bildung; Community; Bildungsreform; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post-age-16 context. The aim of the project was to: explore contemporary art and design practices; explore the concept of artist teacher learner researcher; enable beginning teachers to collaborate with post-age-16 pupils and develop new approaches and strategies to art and design pedagogy. Through practices that blurred learner-teacher identities a dialectical pedagogy emerged and a collaborative community of practice developed, all enabled through a renegotiation and reconceptualising of places of learning. The beginning teachers also started to construct their artist teacher identities, understand what it means to practise as an artist teacher in the classroom, understand the impact of these practices on teaching and learning and develop new learning and teaching methods. This project demonstrates the possibilities of these practices for contemporary art and design pedagogy and also how these practices can endure and be sustainable for this community of beginning teachers in the current cultural, social and political contexts of education. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10