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Introduction: Thoughts, Acts, and Meanings

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This chapter gives a brief outline of the focus of the individual chapters and introduces a conceptual framework for artful learning, and the rationale underpinning the book. The chapter examines what is meant here by arts learning, meaning-making, and aesthetic understanding, with the learner seen as always already engaged in the creation of knowledge. Accepted understandings of creativity are challenged and a broader understanding of creativity as that ‘novel and personally meaningful interpretation of experiences, actions, and events’ (Beghetto and Kaufman 2007), is offered for consideration. Finally, arts learning and our perception of the aesthetic are posited as tools for human survival.

Keywords: aesthetic understanding ; Arts learning ; Arts related Research ; Creativity ; Curriculum ; meaning-making ; Motivation ; Perception ; Policy and Philosophy ; Risktaking and creative efficacy

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References

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References

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  2. Amabile, Teresa (1989), Growing up Creative: Nurturing a Lifetime of Creativity, Amherst, MA: CEF Press.15
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  3. Arts Council (2008), Points of Alignment: The Report of the Special Committee on the Arts and Education, Dublin, OH: Arts Council.
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  4. Atkinson, Denis (2018), Art, Disobedience, and Ethics: The Adventure of Pedagogy, 1st ed., New York: Nature America Ltd.
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  5. Bamford, Anne (2006), The Wow Factor: Global Research Compendium on the Impact of the Arts in Education, Munster: Waxmann Verlag.
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  6. Bamford, Anne (2012), Arts and Cultural Education in Norway, Bodo: The Norwegian Centre for Arts and Cultural Education (KKS).
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  7. Bandura, Albert, Barbaranelli, Claudio, Caprara, Gian V. and Pastorelli, Concetta (2001), ‘Self-efficacy beliefs as shapers of children's aspirations and career trajectories’, Child Development, 72:1, pp. 187–206.
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  8. Beghetto, Ronald (2006), ‘Creative self-efficacy: Correlates in middle and secondary students’, Creativity Research Journal, 18:4, pp. 447–57.
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  9. Beghetto, Ronald and Kaufman, James (2007), ‘Toward a broader conception of creativity: A case for “mini-c” creativity’, Psychology of Aesthetics, Creativity, and the Arts, American Psychological Association, 1:2, pp. 73–79, https://doi.org/10.1037/1931-3896.1.2.73.
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  10. Booth, Eric (2009), ‘What is a teaching artist?’ in E. Booth (ed.), The Music Teaching Artist's Bible: Becoming a Virtuoso Educator, Oxford: Oxford University Press, pp. 3–17.
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  11. Bourdieu, Pierre (1989/1996), The State Nobility: Elite Schools in the Field of Power (trans. L. Clough), Palo Alto, CA: Stanford University Press.
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  12. Burton, Fred (2013), ‘Where's wonder?’ International Journal of Progressive Education, 9:1, pp. 109–18.
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  13. Carr, David (2010), ‘Dangerous knowledge: On the epistemic and moral significance of arts in education’, Journal of Aesthetic Education, 44:3, pp. 1–15, https://doi.org/10.5406/jaesteduc.44.3.0001.
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  29. Giroux, Henri (2011), On Critical Pedagogy, London: Continuum.
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  30. Gleeson, Jim and Ó Donnabháin, Diarmaid (2009), ‘Strategic planning and accountability in Irish education’, Irish Educational Studies, 28:1, pp. 27–46, https://doi.org/10.1080/03323310802597291.
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  35. Hennessey, Beth (2010), ‘The creativity-motivation connection’, in J. C. Kaufman and R. J. Sternberg (eds), The Cambridge Handbook of Creativity (Cambridge Handbooks in Psychology), Kindle ed., Cambridge: Cambridge University Press, pp. 342–65.
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  37. Irwin, Rita and De Cosson, Alex (2004), A/R/Tography: Rendering Self through Arts-Based Living Inquiry, Vancouver: Pacific Educational Press.17
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  38. Jabareen, Yosef (2009), ‘Building a conceptual framework: Philosophy, definitions, and procedure’, International Journal of Qualitative Methods, 8:4, pp. 49–62.
     [Google Scholar]
  39. Karagiorgi, Yaisemina and Symeou, Loizos (2005), ‘Translating constructivism into instructional design: Potential and limitations’, Educational Technology & Society, 8:1, pp. 17–27.
     [Google Scholar]
  40. Kaufman, James and Beghetto, Ronald (2009), ‘Beyond big and little: The Four C model of creativity’, Review of General Psychology, 13:1, pp. 1–12, http://dx.doi.org/10.1037/a0013688.
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  41. Kelly, Albert (1977/2009), The Curriculum: Theory and Practice, 6th ed., London: Sage.
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  42. Kentli, Fulya (2009), ‘Comparison of hidden curriculum theories’, European Journal of Educational Studies, 1:2, pp. 88–89.
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  43. Lakoff, George and Johnson, Mark (1999), Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought, Kindle ed., New York: Basic Books.
     [Google Scholar]
  44. Luke, Allan, Woods, Annette and Weir, Katie (eds) (2013), Curriculum, Syllabus Design and Equity: A Primer and Model, London: Routledge.
     [Google Scholar]
  45. MacKillop, James (2004), A Dictionary of Celtic Mythology, Oxford: Oxford University Press.
     [Google Scholar]
  46. McLoughlin, Amy (2023), ‘Exploring the effect of arts-based teaching on the literacy development and engagement of students in a junior cycle English class: A practical guide for Irish post-primary teachers’, unpublished thesis presented to The School of Language, Literacy and Childhood Education, Institute of Education, Dublin City University in partial fulfilment of the requirements for the award of Master of Education in Literacy Professional Practice.
  47. National Advisory Committee on Creative and Cultural Education (NACCCE) (1999), All Our Futures: Creativity, Culture and Education, report to the Secretary of State for Education and Employment and the Secretary of State for Culture, Media and Sport, London: DFEE.
  48. Noonan, Stephen (2024), interview with the Principal Maxine Greene, High School Martin Luther King Jr., Educational Campus New York, 122 Amsterdam Avenue, NY, 23 April.
  49. Plucker, James, Beghetto, Ronald and Dow, Gayle (2004), ‘Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research’, Educational Psychologist, 39:2, pp. 83–96, http://pages.uoregon.edu/beghetto/Plucker,%20Beghetto,%20Dow%20(EP,2004).pdf. Accessed 9 September 2024.
     [Google Scholar]
  50. See, Beng and Kokotsaki, Dimitra (2015), Impact of Arts Education on the Cognitive and Non-Cognitive Outcomes of School-Aged Children: A Review of Evidence, Durham: Durham University and Education Endowment Foundation.
     [Google Scholar]
  51. Sellers, Marg (2015), ‘… working with (a) rhizoanalysis … and working (with) a rhizoanalysis’, Complicity: An International Journal of Complexity and Education, 12:1, pp. 6–31.
     [Google Scholar]
  52. Sfard, Anna (1998), ‘On two metaphors for learning and the dangers of choosing just one’, Educational Researcher, 27:2, pp. 4–13.
     [Google Scholar]
  53. Sternberg, Robert (2006), ‘The nature of creativity’, Creativity Research Journal, 18:1, pp. 87–98, http://dx.doi.org/10.1207/s15326934crj1801_10.
     [Google Scholar]
  54. Uhrmacher, P. Bruce (2009), ‘Toward a theory of aesthetic learning experiences’, Curriculum Inquiry, 39:5, pp. 613–36, https://doi.org/10.1111/j.1467-873X.2009.00462.x.18
     [Google Scholar]
  55. United Nations Educational, Scientific and Cultural Organization (UNESCO) (2006), ‘Road map for arts education’, Proceedings of the World Conference on Arts Education: Building Creative Capacities for the 21st Century, Lisbon: UNESCO, https://unesdoc.unesco.org/ark:/48223/pf0000384200. Accessed 19 January 2025.
  56. Verrips, Jojada (2006), ‘Aisthesis and an-aesthesia’, in O. Lofgren and R. Wilk (eds), Off the Edge: Experiments in Cultural Analysis, Copenhagen: Museum Tusculanum Press, pp. 29–36.
     [Google Scholar]
  57. Vygotsky, Lev (1967/2004), ‘Imagination and creativity in childhood’, Journal of Russian & East European Psychology, 42:1, pp. 7–97 (English translation from the Russian).
     [Google Scholar]
  58. Wenger, Etienne (2010), ‘Communities of practice and social learning systems: The career of a concept’, in C. Blackmore (ed.), Social Learning Systems and Communities of Practice, London: Springer Verlag and the Open University, pp. 179–98.
     [Google Scholar]
  59. Williams, Kevin and McDonald, Elaine (2014), ‘Curriculum inquiry in the Republic of Ireland’, in W. F. Pinar and E. McDonald (eds), International Handbook of Curriculum Research, 2nd ed., London: Routledge, pp. 242–52.
     [Google Scholar]
  60. Winner, Ellen, Goldstein, Thalia and Vincent-Lancrin, Stéphan (2013), Art for Art's Sake? The Impact of Arts Education, Paris: OECD Centre for Educational Research and Innovation.
     [Google Scholar]
  61. Winner, Ellen and Hetland, Lois (2000), ‘The arts in education: Evaluating evidence for a causal link’, The Journal of Aesthetic Education, 34:3/4, pp. 3–10, http://www.jstor.org/stable/3333636. Accessed 9 September 2024.
     [Google Scholar]
  62. Zenasni, Franck, Besançon, Maud and Lubart, Todd (2008), ‘Creativity and tolerance of ambiguity: An empirical study’, The Journal of Creative Behavior, 42:1, pp. 61–73, https://doi.org/10.1002/j.21626057.2008.tb01080.
     [Google Scholar]

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