Becoming participatory artists, researchers and teachers : my living theory of art education

Abstract

In this thesis, I present my living theory of professional development in art education. Drawing on my own and student’s knowledge and experiences, I offer a professional framework to guide novice art teachers to position themselves as leaders in schools and the broader society. As an art lecturer in higher education, I conducted this research because I am concerned about the state of art education in South Africa. I addressed my three concerns in this study, namely i) the lack of status accorded to the subject and consequently to the art teacher’s role, ii) the fact that art is marginalised, undervalued and mostly reserved for the talented few, and iii) the fact that art is taught in isolation removed from the social realities of learners’ contexts. These concerns urged me to take action and set me on a path to change my teaching and learning career practices. My aim was to develop a professional framework for art teachers which defines the roles and socially engaged practices that answer the question; How can I better prepare art education students to become participatory artists, researchers and teachers (P)ART? Drawing on Thornton’s ART theory and Helguera’s notion of socially engaged art, I engaged in four cycles of action and reflection, generating evidence of my learning from student assignments, visual artefacts and reflections. This learning journey enabled me to develop a pedagogical framework which empowered me to teach prospective art teachers to become leaders in schools who are able to restore the status of art education through interdisciplinary and socially engaged practices. The model developed from this learning represents my living theory of art education and explains how students can be developed as participatory artists, researchers and teachers. This ‘(P)ART’-praxis, can also help to prioritise professional development as a main focus to steer teaching across inter- and trans-disciplinary borders towards an open, inclusive and creative educational landscape in 21st century teaching and learning practices