Debates in Art and Design Education encourages student and practising teachers to engage with contemporary issues and developments in learning and teaching. This fully updated second edition introduces key issues, concepts and tensions in order to help art educators develop a critical approach to their practice in response to the changing fields of education and visual culture.
Accessible, comprehensive chapters are designed to stimulate thinking and understanding in relation to theory and practice, and help art educators to make informed judgements by arguing from a position based on theoretical knowledge and understanding. Contributing artists, lecturers and teachers debate a wide range of issues including:
the latest policy and initiatives in secondary art education
the concepts, skills and dispositions that can be developed through art education
tensions inherent in developing the inclusive Art and Design classroom
citizenship education within Art and Design teaching
new practices in community arts education
examining whiteness in the sector
Debates in Art and Design Education is for all student and practising teachers interested in furthering their understanding of an exciting, ever-changing field, and supports art educators in articulating how the subject is a vital, engaging and necessary part of the twenty-first century curriculum.
Introduction PART 1 SUSTAINABILITY
1. Arts Education to Come in the
Anthropocene: The Cosmic Artesan
2. Beyond civics: Art and Design education
and the making of active/activist citizens
3. Teaching as form: working with
young people in refugee camps PART 2 GENEALOGIES
4. Inheritance, Disobedience
and Speculation
5. There are no formal elements: why we need a historicist
pedagogy of Art and Design
6. Speculative and symbolic forms of expression:
new practices in community arts education PART 3 INCLUSION
7. Cultural
Diversity, creativity and modernism
8. Closer to the skin whiteness and
coloniality in white art educators
9. Working towards Gender Spectrum:
Gender Awareness in Finnish Comprehensive Schools
10. Social Class and Art &
Design Education: a significant omission PART 4 SITES FOR LEARNING, SITES FOR
ACTION
11. The art museum as a site for practice-based research
12. Expanding
the gallery: curation, pedagogy and social action in community-based arts
programmes
13. Good enough sculptures, Good enough teaching: Creating
opportunities for play and physical exploration in the teaching and making of
art.
Nicholas Addison is a Visiting Associate Professor at the Institute of Education, UCL, where he continues to contribute to PGCE and MA programmes in Art, Design and Museology.
Lesley Burgess is an Associate Professor in the department of Culture, Communication and Media at the Institute of Education, UCL, where she is course leader for the PGCE Art & Design, widely recognised as the most innovative course of its kind in the UK.
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