Making visual arts learning visible in a generalist primary school classroom

Mixed-methods were adopted with an emphasis on ethnographic-style 'evocative narratives'. Social-constructivism informed the Professional Learning Interventions:  (1) a two day, immersive, visual arts workshop, (2) facilitations with visual arts academics within the teacher's classroom, and (3) semi-structured discussions to study and curate examples of lived experiences.  The triad co-researched the meaning of 'quality' in relation to four dimensions:  Learning, Pedagogy, Environment, Community Dynamics (L-PEC).  Adapted from Seidel et. all's (2009) Qualities of Quality, L-PEC served as a theoretical lens to guide reflection,

inquiry, and action specific to the case teacher's classroom context.  By identifying with her pedagogical transformation through examples of visual arts learning made visible, other teachers may gain confidence in their own evolving praxes related to teaching in and through the arts.

Professor Susan Wright is Chair of Arts Education in the Melbourne Graduate School of Education.  Her research focuses on learning in and through the arts, socially-constructed arts pedagogy and semiosis within non-verbal domains.

Dr Marnee Watkins is a lecturer in Visual Arts education in the Melbourne Graduate School of Education. Her research focuses on generalist primary teachers' practices and pedagogies related to the arts and teacher artistry through interdisciplinary learning, arts-based collaborations and communities of practice.

Gina Grant is a lecturer in Visual Arts education in the Melbourne Graduate School of Education, currently undertaking doctoral studies looking at the connection between teacher perceptions of space and pedagogical practice.


Wednesday 16 September, 5.30-7pm
Frank Tate Room
Level 9, 100 Leicester Street
Melbourne Graduate School of Education
The University of Melbourne

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