This book explores why and how the personal creative practice of arts teachers in school matters. It responds to ethnographic research that considers specific works-of-art created by teachers within the context of their classrooms.
This book explores why and how the personal creative practice of arts teachers in school matters. It responds to ethnographic research that considers specific works-of-art created by teachers within the context of their classrooms.
Through a classroom-based ethnographic investigation, the book proposes that the potential impact of artist-teacher practice in the classroom can only be understood in relation to the flows of power and policy that concurrently shape the classroom. It shows how artist-teacher practice functions as a creative practice of freedom tending to the present and future aesthetic life of the classroom, countering the effects of neoliberal schooling and austerity politics. The book questions what the artist-teacher can produce within that context.
Through the unique focus on artist-teacher practice, the book explores the changing nature of the classroom and the social and political dimensions of the school. It will be key reading for researchers and postgraduate students of arts education, critical pedagogy, teacher identity and aesthetics. It will also be of interest to art and design educators.
Arvustused
I am delighted to see the publication of Artist-Teacher-Practice and the Expectation of an Aesthetic Life. This book, with its excellent combination of sophisticated theory and frontline ethnographic research, makes a vitally important contribution to research into the concept and practices of the artist-teacher movement. The author has a strong personal grounding in the classroom as an artist teacher herself that has enabled her to make this powerful analysis of the movement in context.
Jeff Adams, Emeritus Professor of Education, University of Chester; Fellow of the National Society for Education in Art and Design.
Introduction: Imagining new orientations for researching artist-teacher
practice in neoliberal spaces through the inspiration of new materialisms and
new pragmatisms. Part 1: Classroom ways-of-being. Introduction to Part
1.
Turn 1: Artist-teacher practice, site-responsiveness and the classroom as
aesthetic movement. Turn 2: Artist-teacher practice and creative,
transformative, therapeutic objects in the classroom. Turn 3: Artist-teacher
practice, becoming the ideal teacher and the disorientation of classroom
subjects. Part 2: Being less-than. Introduction to Part
2. Turn 4: Reading
about knowledge with Bourdieu and Bernstein: Artist-teacher practice, School
Art and powerful knowing. Turn 5: Reading about creativity with Deleuze and
Foucault: Artist-teacher practice, neoliberalism and the impossible ideal.
Part 3: Becoming more than... Introduction to Part
3. Turn 6: Reading
Rancière and Dewey with Jane Bennet: Reconfiguring the politics of the
classroom through artist-teacher practice as a third-thing. Turn 7: The
gendering of artist-teacher practice: Nurturing the expectation of an
aesthetic life through third-site encounters. Conclusion: Sharing
responsibility for a life lived aesthetically with art and design education.
Carol Wild is Senior Lecturer in Art and Design Education and Subject Leader for the PGCE Art and Design at the Institute of Education, University College London. She was previously Programme Leader for the Artist Teacher Scheme and MA Arts and Education Practices at Birmingham City University.
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