Instructional leadership, connoisseurship and critique: using an arts‐based approach to extend conversations about teaching

Kelehear, Zach

doi:10.1080/13603120701721821

Cited by 8 publications

(4 citation statements)

References 14 publications

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“…The principal and art teacher explained the notion of art criticism (Feldman, 1995) and instructed the participants in the four steps where one describes, analyzes, interprets, and judges an artwork. This process was also reviewed in terms of "seeing" others and performances in classrooms, both on the parts of teachers and students (Kelehear, 2006(Kelehear, , 2008a. One art product at a time, the participants sought to describe, analyze, interpret, and judge each other's work.…”

Section: Unearthing the Thinking Through Reflectionsmentioning

confidence: 99%

“…Building on a theory of arts-based leadership (Kelehear, 2006(Kelehear, , 2008a and meshed into a standardsbased approach (Appendix A), the principal committed to focusing on the "form" of leadership as she guided a staff development that would build a community of practice. Arts-based leading was a challenging-and possibly risky in its innovation-notion for her, because she had only recently been introduced to the concept of arts-based leadership in a PhD course from the University of South Carolina.…”

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confidence: 99%

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Pass the Crayons: Leadership, Art Production, and Communities of Practice

Kelehear

2010

IJEPL

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The results of an arts-based leadership (Kelehear, 2006, 2008) practice at a rural middle school in South Carolina are examined. The school principal and art teacher led a day-long staff development and followed up individually to assist teachers to create art as metaphor for individual growth plans as well as school improvement plans. Specifically, the arts-based initiative sought to invite professional conversations that focused on: 1) personal reflections, 2) multiple perspectives, and 3) art making. Findings suggest that when the art teacher and principal work in collaboration, there is real value in an arts-based leadership practice. Also, when led by the art teacher, teacher reflections suggested that as the principal worked alongside the teachers, they felt valued and supported and viewed the principal as authentic and trusting. Additionally, out of the engendered trust, the teachers were emboldened to consider innovative, arts-based approaches to their teaching. Finally, there was evidence that the art teacher was highly effective in introducing innovative leadership practices as teachers. This study is one of several implementation studies emerging from earlier research on arts-based leadership.

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Section: Unearthing the Thinking Through Reflectionsmentioning

confidence: 99%

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confidence: 99%

Pass the Crayons: Leadership, Art Production, and Communities of Practice

Kelehear

2010

IJEPL

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“…In this way, the arts signify a particular way of knowing, and one way to curate this knowledge is through connoisseurship (Eisner, 2003(Eisner, , 2017Uhrmacher, Moroye, & Flinders, 2017). Connoisseurship is a holistic method of qualitative inquiry that invites researchers to pay close attention to aesthetic perceptions and to argue for how and why these perceptions have implications for how we engage in the world (Brinkmann, 2014;Kaysi, Bavli, & Gurol, 2017;Kelehear, 2008). In this context, the researcher makes explicit value judgments and functions as an artistic critic, attending closely to the "appreciation of qualities" (Eisner, 2017, p. 66) and making these appreciations public.…”

Section: Aesthetic Perception and Connoisseurshipmentioning

confidence: 99%

Knowing Teaching Poetically

Zimmerman

Greenlees

Isidiro

et al. 2019

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In this article, we present a set of poems that have helped us to come to know teaching in particular ways. We argue that the artistic medium of poetry can provide unique and important insights into what it is like to live through classroom moments. Using connoisseurship as our mode of inquiry, we share these poems, our interpretations of these poems, and our justification for why poetry is a valid way of knowing teaching. We invite our readers to join us in exploring the aesthetic dimension of teaching.

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“…The inspector looks for the presence of visual, auditory and kinaesthetic texts rather than obedience [Pajak, 1993;cited in 4]. If inspectors are approached critically or artistically, the teachers may be more likely to help them communicate their artistic competences and their educational skills in the teaching process [18].…”

Section: Artistic Supervision As a Contemporary Educational Supervisimentioning

confidence: 99%

Development of the Artistic Supervision Model Scale (ASMS)

Kapusuzoğlu¹,

Dilekci²

2017

ujer

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The purpose of the study is to develop the Artistic Supervision Model Scale in accordance with the perception of inspectors and the elementary and secondary school teachers on artistic supervision. The lack of a measuring instrument related to the model of artistic supervision in the field of literature reveals the necessity of such study. 290 teachers working in 14 public elementary and secondary schools in Bolu province and 179 educational inspectors working in 17 provinces participated in the study. In order to verify the scale, exploratory factor analysis and confirmatory factor analysis were conducted. For the reliability of the scale, internal consistency and item analysis were calculated. SPSS 18.00 and Lisrel 8.7 package programs were used for the data analysis. The analysis of the data revealed that it is a reliable scale made up of four dimensions and has a very good adaptation value. The dimensions involved in the scale are called as philosophy of artistic inspection, teaching as an art, assessment activities for artistic approach, and educational specialty task for the inspector.

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Instructional leadership, connoisseurship and critique: using an arts‐based approach to extend conversations about teaching

Cited by 8 publications

References 14 publications

Pass the Crayons: Leadership, Art Production, and Communities of Practice

Pass the Crayons: Leadership, Art Production, and Communities of Practice

Knowing Teaching Poetically

Development of the Artistic Supervision Model Scale (ASMS)

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