Initial teacher education as a dialogic space for agile art curriculum design.
Saved in:
| Title: | Initial teacher education as a dialogic space for agile art curriculum design. |
|---|---|
| Authors: | Grant, Will1 will.grant@uwe.ac.uk, Kidwell, Amelia2 kidwellamelia@gmail.com |
| Source: | International Journal of Education through Art. Jun2024, Vol. 20 Issue 2, p209-222. 14p. |
| Subject Terms: | *Teacher education, *Art education, *Curriculum planning, *Teacher educators, *Art teachers |
| Abstract: | In this article we draw on our positionality as teacher educator and student teacher to reflect on initial art teacher education as a forum for novel disciplinary curriculum design. We describe how, without new system thinking, much taught school art curriculum may remain conceptually esoteric, or cumulatively dysfluent, and therefore increasingly vulnerable to new measures of accountability. We review the English context and consider the discrete challenges curriculum designers face in this national policy landscape. In response to our findings, we propose a locus for curricular development that might satisfy expectations of external auditors, but more excitingly, connect school art to authentic artistic practices. Here, student art teachers are promoted to key stakeholder in the development of new materials, rather than positioned as inheritors of habit. We defend this proposition by highlighting three potentially beneficial characteristics student teachers can contribute to curriculum design: disciplinary relevance, objective criticality and latent agency. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In this article we draw on our positionality as teacher educator and student teacher to reflect on initial art teacher education as a forum for novel disciplinary curriculum design. We describe how, without new system thinking, much taught school art curriculum may remain conceptually esoteric, or cumulatively dysfluent, and therefore increasingly vulnerable to new measures of accountability. We review the English context and consider the discrete challenges curriculum designers face in this national policy landscape. In response to our findings, we propose a locus for curricular development that might satisfy expectations of external auditors, but more excitingly, connect school art to authentic artistic practices. Here, student art teachers are promoted to key stakeholder in the development of new materials, rather than positioned as inheritors of habit. We defend this proposition by highlighting three potentially beneficial characteristics student teachers can contribute to curriculum design: disciplinary relevance, objective criticality and latent agency. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 17435234 |
| DOI: | 10.1386/eta_00162_1 |
