Initial teacher education as a dialogic space for agile art curriculum design

被引:0
作者
Grant, Will [1 ]
Kidwell, Amelia [2 ]
机构
[1] Univ West England, Sch Arts, Art & Design Educ, 4AF016 Arnolfini,16 Narrow Quay, Bristol BS1 4QA, England
[2] Green House Educ Project, 52 Elmhurst Estate, Bath BA1 7NU, England
关键词
art education; art curriculum second-ary education; initial teacher; education; agile design; pre-service teacher; agency; ATTITUDES;
D O I
10.1386/eta_00162_1
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:209 / 222
页数:14
相关论文
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