Performativity by stealth: a critique of recent initiatives on creativity

Turner‐Bisset, Rosie

doi:10.1080/03004270701318007

Cited by 28 publications

(19 citation statements)

References 8 publications

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“…Pedagogy is challenged by the ‘terrors of performativity’ (Ball , 1) and real innovation and creativity disrupted. Turner & Bisset (, 195) state that due to these factors ‘teachers compromise on the kinds of teaching in which they believe in, and the kinds of teaching demanded by performativity’ or, as Butler (, 136) has described, they create and live within ‘an enacted fantasy’. Time given to art and design in the English KS3 system is also decreasing.…”

Section: Performativity and Accountabilitymentioning

confidence: 99%

The Use of Activity Theory as a Methodology for Developing Creativity within the Art and Design Classroom

Kinsella¹

2017

Int J Art Design Ed

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This article discusses the use of an activity theory system as an analytical tool within the school art and design classroom. It highlights reasons for its use and makes explicit its importance for investigations into teaching and learning. It proposes that through an activity theory system, teachers and researchers are enabled to reflect on the formation of thought and develop an understanding of pedagogy, where classroom roles, rules and participation are made visible. The article draws on primary research which explores the development of creativity within the English Key Stage 3 (age 11–14) art and design classroom. Illustrations are provided to show how through the use of an activity theory system a multi‐layered analysis took place. This generated reflection on relationships and structures within and surrounding the classroom, impinging creative activity. Through using the activity theory system teachers and researchers were enabled to observe the complexity of the classroom and question socio‐cultural‐political structures which empowered change.

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Section: Performativity and Accountabilitymentioning

confidence: 99%

The Use of Activity Theory as a Methodology for Developing Creativity within the Art and Design Classroom

Kinsella¹

2017

Int J Art Design Ed

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“…Indeed, since the 1990s scholars have increasingly drawn attention to the manner in which education policies in many countries have been reformed in an effort to raise standards by intensifying the manner in which students' and teachers' outputs are compared and judged against a normative template of fixed indicators. However, it has been argued that the emergence of this so‐called ‘performativity culture’ sets up a great deal of tension between the manner in which teachers are, on the one hand, encouraged to innovate, take risks and foster creativity (all essential components of art education) and on the other, are made subject to accountability regimes based on national assessment data, inspection outcomes and performance‐related career progression (Burnard & White, ; Craft & Jeffrey, ; Elliott, ; Turner‐Bisset, ). In fact, the trend towards standardising assessment in art education has been strongly criticised by various prominent art educationalists who argue that basing students’ assessments upon a formalised, exclusive selection of artistic elements (e.g.…”

Section: Methods and Proceduresmentioning

confidence: 99%

Learner Engagement: A Review of Approaches in the Psychology of Education and Art Education

Kinsella

Putwain

Kaye

2016

Review of Education

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This article critically examines the concept of 'engagement' as it has emerged within two distinct bodies of literature in the fields of art education and the psychology of education. In order to grapple with the heterogeneous nature of this literature, a meta-narrative review was conducted whereby recurring narratives from various sub-fields including special educational needs, gallery education and human development, were systematically identified and analysed in order to clarify the diversity of ways in which the concept of engagement is used within different research traditions. Areas of overlap between the ways in which the concept is understood and treated within these various texts were examined, as well as a consideration of the potential for any tensions to arise between them. It will be argued that the gap between the manner in which learner engagement is conceived and employed within these disciplines is not as wide as one might presume and that rather than these being incongruous with one another, in many respects, the approaches adopted within each discipline are complementary. It will be suggested that with further disciplinary exchange, especially with respect to the role of educational artefacts and social signals arising during the learning process, wider scope arises for advancing our understanding of learner engagement. Background context to the literature review Modelling learner engagement: recent directions in the psychology of educationThe impetus behind the psychological study of engagement has been driven by a practical motivation among psychologists to understand and enhance student Engagement in the psychology of education and art education 267

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“…Closer attention to detail reveals that a truer aim was to spread the pedagogy of the literacy and numeracy strategies across the curriculum (Turner-Bissett 2007), 'identifying the key teaching and learning approaches that the strategies have promoted and transfer them more widely' (DfES 2003a, 1). Ball (2003) suggests that as a consequence of valuing the fast paced and interactive approaches advocated by such strategies, that this has indeed become the dominant pedagogy within the primary curriculum to the detriment of all others, stifling creativity (Davis 2000;Turner-Bissett 2007) and encouraging teachers to avoid taking risks and to 'stay within the box, and keep the pupils there too' (Maisuria 2005, 143).…”

Section: Encourage Risk Takingmentioning

confidence: 98%

‘What you risk reveals what you value’: fostering creativity in primary physical education

Griggs

2009

Education 3-13

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Creativity has become a buzzword in UK culture in the twenty-first century and is in increasing demand across many spheres. In education, its usage is often generic and has become ever more widespread as it has found its way into a plethora of government documentation pertaining to primary schools over the last decade. However, with a continued focus upon a performativity discourse, creativity continues to be underdeveloped in primary schools, even in areas such as Physical Education (PE), which has great potential for fostering creativity due to an endless range of movement possibilities. Using Nicholson's model (Enhancing creativity, in R. J. Sternberg, Ed., Handbook of creativity; Cambridge, Cambridge University Press, 1999) for creative enhancement, this paper examines key issues that concern the development of creativity within primary PE and seeks to construct some 'real' recommendations for how this could manifest itself in practice.

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Performativity by stealth: a critique of recent initiatives on creativity

Cited by 28 publications

References 8 publications

The Use of Activity Theory as a Methodology for Developing Creativity within the Art and Design Classroom

The Use of Activity Theory as a Methodology for Developing Creativity within the Art and Design Classroom

Learner Engagement: A Review of Approaches in the Psychology of Education and Art Education

‘What you risk reveals what you value’: fostering creativity in primary physical education

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