Schools and Cultural Citizenship
Arts Education for Life
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‘Why study the arts at school?’ This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge, and practices that support them to become both critical appreciative audiences and socially engaged cultural producers. Drawing on a three-year study in partnership with the Royal Shakespeare Company and TATE, Cultural Citizenship sets out an ecological model for cultural citizenship that goes beyond the classroom, including families, the media and popular culture.
The authors introduce new, interrelated concepts to change how we consider arts education. Chapters provide fresh insights, guidance and practical recommendations for educators, including:
- An introduction to the Tracking Arts Learning and Engagement research
- Detailed case studies featuring arts rich schools and arts broker teachers
- Immersive professional development for teachers and the benefits of partnerships with arts organisations
- An ecological model for cultural citizenship
Focusing on the ways in which cultural citizenship can be taught and learnt, this is an essential read for arts educators, education staff in arts organisations, researchers, postgraduate students, arts education activists and policy makers.
Table of Contents
1. Introducing the Tracking Arts Learning and Engagement research; 2. Arts rich schools; 3. The arts broker teacher; 4. Immersive professional development; 5. Signature arts pedagogies; 6. The art of mediation; 7. Students’ perspectives on cultural capital; 8. The school arts effect; 9. Cultural citizenship; 10. Afterword: the arts rich school ecology
A Pat Thomson is Professor of Education at the University of Nottingham, UK and Convenor of the Centre for Research in Arts, Creativity and Literacy (CRACL). She was previously a school principal in disadvantaged schools in Australia.
Christine Hall is Professor of Education at the University of Nottingham, UK. Formerly a secondary school teacher, she has worked in teacher education for over two decades.
Their collaborative work on the signature pedagogies of artists working in schools is widely cited and informs the work of Creativity Culture and Education in Europe, Australia, Wales, Scotland and Northern Ireland.