Volume 10, Issue 2
  • ISSN: 1743-5234
  • E-ISSN: 2040-090X



In this article, we consider and discuss an artist-teacher residency staged at our university that explored and examined relations between art, learning and teaching. Comprising artists, pedagogues, becoming teachers and researchers, this residency was initiated to examine how becoming art teachers (teacher candidates) come to understand pedagogy in their field, and to create an event where they would encounter qualities of pedagogy through art-making. The article begins with a short discussion of the pedagogical turn in contemporary art and interventionist art practices before describing the artist-teacher residency that bears similarities to certain socially engaged art practices. Drawing upon the concept of emergent knowledge, we reflect upon the teacher candidates’ accounts of the experience of participating in the artist-teacher residency. We consider the impact that these experiences had on teacher candidates’ understandings of art and pedagogy. Throughout the project, a/r/tography offered a rich form of living enquiry that initiated processes of learning to learn.


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