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Signature Pedagogies of the Art Teacher

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This chapter examines the nature of the work that art teachers do namely, their ‘signature pedagogy’ (Shulman 2005). Drawing on a research study (Jordan 2015) that framed the life history of art teachers across their careers, it examines their experiences in early career, mid career and end of career. Their life histories were view through the lens of their early childhood, their second level experience, their formation in art college and their model of teacher formation. In this way the study sought to uncover the particular type of signature pedagogies associated with artists who become teachers and to examine the distinctive nature of their pedagogy.

Keywords: Art teacher formation ; Creative characteristics ; Critical Thinking ; Discovery based ; Distinctive nature of art teachers pedagogy ; Experimentation ; Learning through art ; Life History ; Pedagogical knowledge ; Studio thinking

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Signature Pedagogies of the Art Teacher
Intellect , 141 (2025); https://doi.org/10.1386/9781835951286_10
/content/books/9781835951286.c09
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References

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References

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  2. Bennet, Carey (1985), ‘Paints, pots or promotion? Art teachers’ attitudes towards their careers’, in S. Ball and I. Goodson (eds), Teachers’ Lives and Careers, London: The Falmer Press, pp. 120–137.
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  3. Bruner, Jerome (1990), Acts of Meaning, Cambridge, MA: Harvard University Press.
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  4. Danvers, John (2006), ‘The knowing body: Art as an integrative system of knowledge’, in T. Hardy (ed.), Art Education in a Postmodern World, Bristol: Intellect, pp. 77–90.
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  5. Department of Education (2022), ‘Minister Foley announces plan for reform of Senior Cycle education: Equity and excellence for all’, https://www.gov.ie/en/press-release/f7bf7-minister-foley-announces-plan-for-reform-of-senior-cycle-education-equity-and-excellence-for-all/. Accessed 2 February 2023.
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  7. Efland, Arthur (1990), A History of Art Education: Intellectual and Social Currents in Teaching the Visual Arts, New York: Teachers College Press.
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  8. Efland, Arthur (2002), Art and Cognition: Integrating the Visual Arts in the Curriculum, New York: Teachers College Press.
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  9. Eisner, Elliot W. (1976), The Arts, Human Development, and Education, Berkeley, CA: McCutchan Publishing Corporation.
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  10. Eisner, Elliot W. (1991), The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice, New York: Macmillan.
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  11. Eisner, Elliot (2002), The Arts and the Creation of Mind, New Haven, CT: Yale University Press.
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  12. Elkins, James (2001), Why Art Cannot Be Taught, Chicago, IL: University of Illinois Press.
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  13. Freedman, Kerry (2003), Teaching Visual Culture: Curriculum, Aesthetics and the Social Life of Art, New York: Teachers College Press.
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  14. Freire, Paulo (1993), The Pedagogy of the Oppressed, New York: Continuum Books.
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  15. Gardner, Howard (1993), Frames of Mind: A Theory of Multiple Intelligences, London: Fontana Press.
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  16. Geahigan, George (2005), ‘Critical discourse and art criticism instruction’, in R. Hickman (ed.), Critical Studies in Art and Design Education, Bristol: Intellect, pp. 95–104.
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  17. Granville, Gary (2013), Professional Master of Art and Design Education – PME (Art and Design) Course Document: Pro-Forma Submission to the Teaching Council, Dublin: NCAD.
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  18. Helguerra, Pablo (2011), Socially Engaged Art: A Materials and Techniques Handbook, New York: Jorge Pinto Books.
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  19. Hetland, Lois, Winner, Ellen, Veenama, Shirley and Sheridan, Kimberly M. (2013), Studio Thinking 2: The Real Benefits of Visual Arts Education, 2nd ed., New York: Teachers College Press.
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  20. Hickman, Richard (ed.) (2005), Critical Studies in Art and Design Education, Bristol: Intellect.
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  21. Hoffmann Davis, Jessica (2005), Framing Education as Art: The Octopus Has a Good Day, New York: Teachers College Press.
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  22. Jordan, Dervil (2001), ‘Initial teacher education in art and design: The NCAD experience’, MA thesis, Dublin: NCAD Library.158
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  23. Jordan, Dervil (2015), ‘The dual identity of the artist teacher: What does teaching do to the artist-teacher in a contemporary educational context?’ Ph.D. thesis, Dublin: Dublin City University, https://doras.dcu.ie/22495/. Accessed 3 February 2023.
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  24. King, Fiona and Murphy, Tony (2024), ‘Context and collaboration’, The Change Lab website, https://thechangelab.ie/context-and-collaboration/. Accessed 5 January 2025.
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  26. Lortie, Dan C. (1975), School Teacher: A Sociological Study, Chicago, IL: University of Chicago Press.
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  27. Lowenfeld, Victor (1947), Creative and Mental Growth: A Textbook on Art Education, London: Macmillan.
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  28. Mac Beath, John (2012), ‘Teacher training, education or learning by doing in the UK’, in L. Darling-Hammond and A. Lieberman (eds), Teacher Education around the World: Changing Policies and Practice, Abingdon: Routledge, pp. 66–80.
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  29. Mason, Rachel, Ogier, Susan and Collins, Fiona M. (2012), ‘School children's visualisations of Europe’, European Educational Research Journal, 11:1, pp. 146–65.
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  30. O'Donoghue Dónal (2012), ‘Questions that never get asked about Irish art education curriculum theory and practice’, in G. Granville (ed.), Art Education and Contemporary Culture: Irish Experience, International Perspectives, Bristol: Intellect, pp. 129–48.
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  31. Parnell, Rosie (2023), ‘Design jam’, in P. Flynn, M. O’Connor, M. Price and M. Dunne (eds), Rethinking the Crit: New Pedagogies in Design Education, London: Routledge Publisher, pp. 79–88.
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  32. Pringle, Emily (2012), ‘From trance-like solipsism to speculative audacity? Young people's learning in galleries today’, in N. Addison and L. Burgess (eds), Debates in Art and Design Education, London: Routledge, pp. 111–120.
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  33. Read, Herbert (1943), Education through Art, London: Faber and Faber.
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  34. Reardon, John and Molin, David (eds) (2009), Ch-Ch-Ch-Changes: Artists Talk about Teaching, London: Ridinghouse.
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  35. Rousseau, Jean-Jacques (2004), The Social Contract. Penguin Great Ideas, Harlow: Penguin Books.
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  36. Sahlberg, Pasi (2012), Report of the International Review Panel on the Structure of Initial Teacher Education Provision in Ireland, Dublin: Department of Education and Skills.
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  37. Schön, Donald (1983), The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books.
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  38. Shulman, Lee, S. (2004), The Wisdom of Practice: Essays on Teaching and Learning, and Learning to Teach, San Francisco, CA: Jossey Boss.
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  39. Shulman, Lee S. (2005), The Wisdom of Practice: Essays on Teaching and Learning, and Learning to Teach, San Francisco, CA: Jossey Boss.
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  40. Sikes, Patricia, Measor, Lynda and Woods, Peter (1985), Teacher Careers: Crises and Continuities, London: The Falmer Press.159
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  41. Smith, Ralph A. (1987), ‘The changing image of art education: Theoretical antecedents of discipline-based art education’, Journal of Aesthetic Education, 21:2, pp. 3–34.
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     [Google Scholar]
  44. Thomson, Pat, Hall, Christine, Jones, Ken and Sefton Green, Julian (2012), The Signature Pedagogies Project, Final Report: Culture Creativity and Education, University of Nottingham, Goldsmiths College, London: The University of London.
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