Illuminating the gap: An overview of classroom-based arts education research in Australia

Abstract

Arts education is an internationally recognized term referencing education through the arts. The term arts is seen to encompass different things in different contexts, including but not limited to the performing arts- music, dance, drama, and theatre; visual arts, media, industrial arts, and literary arts. In this article, the authors provide an overview to date of classroom-based arts education research in Australia. In so doing, the gap in the literature describing and discussing classroom-based arts education is illuminated. We call for attendance to classroom-based arts education research in Australia given that the heart of curriculum transfer and transformation is in the classroom. We offer a research methodology and design of practitioner enquiry to empower and enlighten collective knowledge sharing of professional practice. Such attendance will establish a base that can bring about sustained policy and practice change.

Visual arts pedagogy in early childhood contexts: The baggage of self-efficacy beliefs, pedagogical knowledge and limited pre-service training

“…Biesta et al (2015) note that pedagogical confusion is fuelled by teachers’ personal beliefs about children, the role of the teacher and the purpose of education and a lack of robust professional discourse during pre-service training and professional development. Scholars reference such persistent beliefs as the ‘baggage’ students bring to pre-service coursework (Klopper & Power, 2010; McArdle, 2013). Acknowledging that beliefs can change over time through the influences of training, experience and work contexts, Mertala (2019) explains that personal beliefs born of early experiences are typically resistant to change and highlights the need for pre-service training contexts to better address pre-service teacher beliefs about subject domains.…”

How to visualize design? Pupils’ experiences of designing in a textile craft project

“…Experience of materials of painting and drawing is an essential component of growth in creative work and the teacher should provide a range of materials and stimuli that provoke their use in an imaginative way (Cotton and Haddon 1974: 26). Similarly, Kopper and Power (2010), following Chappell (2007), emphasize the importance of the teacher's attitude in fuelling the creative process. Since pupils are accustomed to reproducing memories of pictures they have seen, the teacher's role is often to help the pupils to develop ideas derived from their own experiences (Cotton and Haddon 1974: 26).…”

“…The interviews showed that teachers may not be able to put knowledge into practice if they are not taught how to do so. In addition, in their article, Kopper and Power (2010), following Alter (2007), expressed that the lack of confidence of a teacher in his or her own skills is an obstacle to effective teaching. Thus, it is important to teach the visualization and elucidation of ideas to teachers and to encourage them to use different techniques, not only sketching with a pencil and white paper, even though that method is easy, time saving and quick.…”

From Little Things Big Things Grow: Creating Lifelong Responsive Musical Experiences

“…From little things big things grow From little things big things grow An education rich in musical experiences provides students of all ages with valuable opportunities to experience and build knowledge and skills in self-expression, imagination, creative and collaborative problem solving, communication, creation of shared meanings, and respect for self and others (Klopper & Power, 2010).…”