A Visual Inquiry: Artist-Teacher Perceptions of Art Education Provision in Singapore

Autor/inn/en	Heaton, Rebecca; Kuan, Shannon Chan Lai
Titel	A Visual Inquiry: Artist-Teacher Perceptions of Art Education Provision in Singapore
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 63 (2022) 2, S.115-133 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heaton, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
DOI	10.1080/00393541.2022.2050988
Schlagwörter	Art Education; Art Teachers; Artists; Teacher Attitudes; Foreign Countries; Professional Identity; Teaching Methods; Educational Improvement; Student Centered Learning; Educational Change; COVID-19; Pandemics; Alignment (Education); Graduate Students; Masters Programs; Teacher Education Programs; Singapore + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Artiste; Artist; Künstler; Künstlerin; Lehrerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsreform; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Singapur
Abstract	Artist-teachers, educators who connect art practice to education, are often subject to marginalization in educational policy, practice, and research. In this visual inquiry article, we mobilize the artist-teacher's voice to present perceptions of art education provision in Singapore. Successes and tensions are collated and voiced alongside international developments to suggest informed recommendations for educational enhancement. The inquiry reveals that artist-teacher perceptions are complex, layered, and influenced by psychological, physical, and virtual influences like identity fluctuations, geographic or contextual environments, educational systems, and world events. The inquiry acts as a dialogic space for artist-teacher participants to exchange and contemplate perceptions of art education provision alongside policy, practice, research, and societal change. The inquiry values participant voices and suggests that to improve art education provision, the belief systems of those involved in provision need aligning, glocalized concerns need considering, and efficient knowledge cascades need developing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01