Teaching like an artist

The pedagogic identities and practices of artists in schools

Pat Thomson, Christine Hall, Lisa Russell

Research output: Contribution to journalArticle

53 Citations (Scopus)

Abstract

This article reports findings from an ethnographic study of the arts curriculum and pedagogy in a British primary school. The policy context for the study is the school's involvement in promoting creative partnerships between teachers and artists. The pedagogies of three different artist-led projects are analysed, using a Bernsteinian framework, and are characterised in relation to notions of 'competence' and 'performance' pedagogies. These characterisations are then used to consider the impact of the artists' pedagogies on teachers in the school, and the extent to which the different pedagogies promote inclusion. Broad conclusions are drawn about the relative difficulty of adopting competence pedagogies in the current educational culture of British schools; more specific conclusions are drawn about the importance of time, text, discourse and interpretation in arts pedagogies.

Original languageEnglish
Pages (from-to)605-619
Number of pages15
JournalBritish Journal of Sociology of Education
Volume28
Issue number5
DOIs
Publication statusPublished - Sep 2007
Externally publishedYes

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pedagogics
artist
Teaching
art
school
teacher
primary school
inclusion
curriculum
interpretation
discourse
performance

Cite this

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Teaching like an artist : The pedagogic identities and practices of artists in schools. / Thomson, Pat; Hall, Christine; Russell, Lisa.

In: British Journal of Sociology of Education, Vol. 28, No. 5, 09.2007, p. 605-619.

Research output: Contribution to journalArticle

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