Art, Artists and Pedagogy
Philosophy and the Arts in Education
This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level.
From the outset, this book is not only about arts in practice but also about what distinguishes the ‘arts’ in education. Exploring two different philosophies of education, the book asks what the purpose of the arts is in education in the twenty-first century. With specific reference to the work of Gert Biesta, questions are asked as to the relation of the arts to the world and what kind of society we may wish to envisage. The second philosophical set of ideas comes from Deleuze and Guattari, looking in more depth at how we configure art, the artist and the role played by the state and global capital in deciding on what art education has become.
This book provides educators with new ways to engage with arts, focusing specifically on art, music, dance, drama and film studies. At a time when many teachers are looking for a means to re-assert the role of the arts in education this text provides many answers with reference to case studies and in-depth arguments from some of the world’s leading academics in the arts, philosophy and education.
Table of Contents
List of Contributors
Chapter 1. Philosophy and pedagogy in Arts Education
Christopher Naughton & David R Cole
Chapter 2. What if? Art education beyond expression and creativity
Chapter 3. Dicing the Meat: Bacon in the middle of an arts-based sandwich –
David R Cole
Chapter 4. Artists, Presence and The Gift of Being Unteacherly
Mary Ann Hunter
Chapter 5. The implications of ‘percepts, affects and concepts’ for Arts educators
Chapter 6. Jazz Departures: Sustaining a pedagogy of improvisation
Chapter 7. Bodily Connectedness in Motion. A philosophy on Intercorporeity and the Art of Dance in Education
Nico de Vos
Chapter 8. Thinking school curriculum through Country with Deleuze and Whitehead: a process based synthesis
David R Cole & Margaret Somerville
Chapter 9. From the Artist to the Cosmic Artisan: The Educational Task for Art in Anthropogenic Times
Chapter 10. Towards ‘grown-up ness in the world’ through the Arts as critical, quality pedagogy
Robyn Ann Ewing & John Nicholas Saunders
Chapter 11. Authentic teaching assessment in graduate teacher education: becomings of pedagogical artistry and leadership
Julianne Moss & Anne-Marie Morrissey
Chapter 12. Beyond Belief: Visionary Cinema, Becoming Imperceptible and Pedagogical Resistance
Jessie L. Beier & Jason J. Wallin
Chapter 13. Flight from flight: Composing a pedagogy of affect
John Roder & Sean Sturm
Chapter 14. Weak subjects: On art’s art of forgetting – an interview with John Baldacchino by Gert Biesta
John Baldacchino & Gert Biesta
Chapter 15. Walking the museum: Art, artists and pedagogy reconsidered
Christopher Naughton has lectured in education and the arts at the University of Exeter, UK, and the University of Auckland, New Zealand. Currently Chris is researching artists working in education following a two-year, funded project Move, Act, Play, Sing (MAPS). Chris has contributed articles to the Australian Journal of Music Education, British Journal of Music Education, Action Criticism and Theory, Education Philosophy and Theory, Studies in Philosophy of Education, ACCESS, International Review of Research in Open and Distance Learning, E-Learning and Digital Media and the Journal of Distance Learning. He is a regular presenter at the Philosophy of Education Society of Australasia (PESA) and the Australian Association for Research in Education (AARE) and many other international conferences.
Gert Biesta (www.gertbiesta.com) is Professor of Education and Director of Research at the Department of Education of Brunel University London, UK. He writes on the theory and philosophy of education and educational research, with an interest in curriculum, teaching, pedagogy, democracy and the arts. Recent books include The Rediscovery of Teaching (Routledge 2017).
David R. Cole works as an educational researcher at Western Sydney University, Australia. He is currently the theme leader of Globalisation research at the Centre for Educational Research (CER). He has dedicated his career to understanding how the work of Gilles Deleuze and Félix Guattari can be used to critique, enliven and change educational practice. This endeavour has led to more than 100+ publications and thirteen books in this field. Cole thinks in an international context and has completed 12 major research projects that have investigated how the ideas of Deleuze and Guattari work in an empirical sense.
Reframing fundamental, enduring issues in arts education, this collection of papers on the arts, artists and pedagogy is fresh, timely, insightful, at times provocative, always compelling.
— Liora Bresler, PhD, University of Illinois, Urbana-Champaign, Professor in the College of Education, Curriculum and Instruction, and the School of Art and Design
I find it a useful text for masters students studying early years music as it questions the accepted and challenges us to think about the underlying and often unspoken aspects of arts education in society today... The book calls us to think about our work as music educators as pedagogical artistry…encouraging philosophical discussion and reflection on the role of music education; thereby helping individuals clarify for themselves their role, purpose and identity as music educators.
— Jessica Pitt, Honorary Research Fellow University of Roehampton, Music Educator and Researcher
"This is a good book. It should be archived in your collection and you should come back to it often. Actually, there’s no other way to be with it. You must come back to it repeatedly. You must read it sequentially sometimes and you should also read it from its last chapter to its introduction."
— Jorge Lucero, International Journal of Education & the Arts
"…those interested in Deleuzian theories of art, advocacy for the arts in education, and the pedagogical philosophy of Gert Biesta will surely benefit from reading this collection."
— Anna Ryoo, University of British Columbia and Samuel D. Rocha, University of British Columbia
"Art, Artists and Pedagogy: Philosophy and the Arts in Education invites readers into a lively discussion of current issues in arts education, offering a philosophical ground on which to consider, or re-consider, broad policy questions concerning the nature and purpose of the arts to education and twenty-first century life."
—Marissa Nesbit, Arts Education Policy Review
"In their book, Naughton, Biesta, Cole, and the other co-authors provide a rich theoretical and philosophical basis where now the individual approaches and ideas can be further developed and transformed into concrete steps."
— Annette Ziegenmeyer, University of Wuppertal, Wuppertal, Germany
"The book Art, Artists and Pedagogy is a book that highlights philosophical perspectives on art in education. It is a book that references Gert Biesta's educational philosophy, but in dialogue with Deleuze and Guattari's immanent philosophy... Biesta's powerful introductory chapter echoes throughout all 15 chapters."
— Anna-Lena Østern, Journal for Research in Arts and Sports Education