Pedagogy of Art Exemplar Keywords Teacher education; Visual arts; Practice; Museums Author Dr Donna Mathewson Mitchell Course Details Course Name: Bachelor of teaching (Secondary) Course level: Postgraduate Years of the course: Graduate entry – Flexible enrolment Course Delivery: Distance education Rationale for the strategy Visual arts education is a distinctive, specialist area. While much has been written about it from a theoretical perspective, there is little about what happens in classrooms. Consequently, visual arts curriculum in a distance environment has tended to draw largely on theoretical references. In response to this I conducted research with visual arts teachers with a focus on practice. I saw a need to develop a practice-­‐based curriculum that would draw on the findings to focus on what teachers know and do. In examining how to do this, I drew on practice-­‐based teacher education and more specifically the work of Grossman and colleagues. Grossman et al (2008, 2009) argue for the use of representations, decompositions and approximations of practice. I believed that the use of this approach as a way to engage with visual arts teaching practice would enable students studying by distance to engage with practice to make theory meaningful and connect it to community. Overview of strategy This approach is delivered across two visual arts curriculum subjects studied by distance. In the first subject, students develop broad knowledge and understandings of visual arts education and visual arts teaching. They focus on schools and classrooms and extend this study to examine teaching and learning in public spaces. In this subject they focus on representations of practice and the action of decomposition. In the second subject, they extend this study of visual arts education and apply their knowledge and skills in the practice of teaching in a collaborative project that constitutes an approximation of practice. The project is experienced in a virtual classroom in which students act as students and as co-­‐teachers, facilitating each other’s progress and working with external professionals. The project culminates in a professional student exhibition, held at a community museum and featured on a website. Complementing the exhibition is the development of curriculum resources and assessment simulations. Implementation The two subjects have been designed for delivery entirely by distance. They are implemented in the CSU online learning management system-­‐ Interact. Teaching and learning resources include: a series of content-­‐based modules with study tasks, readings and active weblinks; a series of specifically produced videos; podcasts and a range of other supplementary material. Many of these resources have been collaboratively developed with Bathurst Regional Council and the museum partner, Chifley Home and Education Centre. The project embedded in the second subject, is experienced in a ‘secret’ Facebook site, which is conceptualised as a virtual classroom. This virtual classroom enables the uploading of photos and a series of digital diaries that create a focus on the use of ICT. Students document their progress using their digital diaries and respond to each other as co-­‐teachers, while collaboratively designing the exhibition. Additional assessment tasks draw are linked to the project. What Aspects Were Most Effective? The project has been the most successful part of the innovation. Students have significantly engaged and invested in this initiative. This has been evident in: • The ability to link practice with theory in meaningful ways and in context. •
High levels of interaction and substantive dialogue. •
A sense of connection within the cohort. High levels of productivity. •
High quality outputs in terms of the exhibition and related assessments. •
Positive student experiences as reflected in student evaluations. •
Public documentation that creates a ‘point of difference’ for future employment. •
Connections to community sites and history and ability to use them for educational purposes. Issues to consider when implementing such a strategy There are a number of issues to consider when implementing such an innovation. These include: • Developing and identifying representations of practice to provide a broad view of what art education is and can be. •
Ensuring there is foundational understandings of practice previous to approximations of practice (the project). •
Scaffolding the use of ICT in the first subject, for more intensive application in the second. Being a constant presence on Interact and the virtual classroom. •
Allowing students to drive the project-­‐ creating the space for it to evolve and for students to take initiative. •
Using opportunities within the project to model practice and link to previous learning. Creating understandings of platforms such as Facebook for educational purposes. •
Creating a positive partnership with the site of exhibition and utilising expertise. •
Creation of a professional public outcome to celebrate achievements and provide an ongoing resource for graduate employment ( exhibition opening, website, catalogue). Feedback received regarding this strategy “EMA442 on Facebook has given me the opportunity to feel a part of a group rather than a listed name on Interact” “The relationships established via digital diaries/facebook also helped to create a safe and supportive learning environment” “I have loved being part of this creative expression of academic exploration through visual arts. The cohesive connection of the class has been unified through the virtual environment and solidified through the creation of physical works. The creation of the artworks was an integral part of the success of the program because it enabled us to connect with individuals in a physical, emotional, psychological and visual way. The artworks were an extension of each individual and therefore facilitated a greater depth of engagement. We all worked hard, took risks and rose to the occasion of a rigorous course and have left better for it. What more can one hope for from an educational experience? To add to that, one worked harder because your teacher believed in you, nurtured you, encouraged you and supported you tirelessly......” Final Comments This innovation developed out of involvement in a cross-­‐ instutional Office of Learning and Teaching project "Teaching and learning in public spaces". Related readings and links Mathewson Mitchell, D. (2013). A rural and regional research forum for visual arts teachers: A focus on teaching, practice, and place. Australian Art Education, 35(1/2), 54. Mathewson Mitchell, D. (2013). Thinking through practice: exploring ways of knowing, understanding and representing the complexity of teaching. Asia-­‐Pacific Journal of Teacher Education, 41(4), 414-­‐425. http://learningandteaching.vu.edu.au/grants_and_awards/learning-­‐and-­‐teaching-­‐in-­‐public-­‐spaces-­‐
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