Art Education: teachers‘ challenges versus theorists’ solutions

Author(s):

Karla Brucknerova

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES B9, Preconference Parallell Session

Time:

2009-09-25

11:00-12:30

Room:

HG, HS 33

Chair:

Klaus Puhl

Contribution

A main goal of the entry is to discuss differences between the way teachers deal with the topics they see as the biggest problems of art education, and the way these topics are reflected by current art education theory. At first, the entry introduces the grounded theory of art education, which answers the broad question of how the art education is carried out in Czech primary schools. Based on this theory, we can demonstrate what teachers consider to be their day-to-day school problems (e.g. ”searching for success”, ”questioning the authority”, ”on demand creativity”), what strategies they use to solve or avoid these problems (e.g. ”emphasis on an attractive result”, ”being in control”, ”a labour instead of creation”), and how these strategies affect the implemented curriculum. In the subsequent part of our entry, we put the previous findings into the context of Euro-American theoretical consideration of the art education, and we point out how some theorists reflect the problems that are troubling the current practice. The third and last part of the entry is dedicated to discussion of found agreements and disagreements between the world of theory and the world of practice attitudes towards current problematic topics.

Method

The empiric part of the entry is methodologically based on the qualitative research, namely on the grounded theory research design (Strauss 1990). The narrative interviews with teachers, analysis of art works created during art classes and school observations were used to collect the data. The data have been collected up to the theoretical saturation and continuously analysed by open, axial and selective coding, on the base of which the presented theory has been built and grounded retroactively.

Expected Outcomes

The outcomes of the text can be seen on three levels. On the first – empiric – level, is given a picture of actual art teaching practice in the education system, which when it comes to arts, leaves up to the teacher a main deal of freedom do chose goals, content and methods. This picture also shows how this freedom affects the conception range based on the problems experienced by individuals and strategies used to handle them. On the second – theoretical – level, the article will result in comparison of the ways the theory and the practice reflect current art teaching problems. On the third – application – level, the article can be perceived as a challenge for developing teachers education, because based on the comparison of theoretical background and actual teachers´ believes and strategies we will see, aspects, which are lacking or should be emphasized in teachers education.

References

ADDISSON, N., BURGESS, L. (ed.) Issues in Art and Design Teaching. London: Routledge, 2003, 232 p., ISBN 0-415-26668-6 (pbk). AGUIRRE, I. Beyond the Understanding of Visual Culture: A Pragmatist Approach to Aesthetic Education. International Journal of Art and Design Education. 2004, vol. 23, no. 3., s. 256-269. BEST, D. The Racionality of Feeling. Understanding Art in Education. London: The Falmer Press, 1992, p. 211. ISBN: 0 75070 056 2 BRÜCKNEROVÁ, Karla. Estetická výchova v české škole: hledání jejího místa, východisek a možných pojetí. In Svět výchovy a vzdělávání v reflexi současného pedagogického výzkumu. Sborník příspěvků 15. konference ČAPV (CD-ROM). České Budějovice : Jihočeská univerzita v Českých Budějovicích, 2007a. ISBN 978-80-7040-991-6. BRÜCKNEROVÁ, K. Estetická výchova v současné české škole: koncepce paní učitelky Alžběty. Sborník prací Filozofické fakulty brněnské univerzity, Studia Paedagogica, Brno: Masarykova univerzita, U 12, 2007b, s. 105-117. ISSN 1211-6971. CARR, D. (ed). Education, Knowledge and Truth – Beyond the Postmodern Impasse. London: Routledge, 1998, 248 p. ISBN: 0-415-16317-X. ECKER, W.D. Justifying Aesthetic Judgments. Art Education. Vol. 50, No. 1, Celebrating 50 Years of NAEA. (Jan., 1997), p. 21-25. EISNER, E.,W. (ed) Handbook of research and policy in art education. New Jersey: Lawrence Erlbaum Associates, 2004, s. 920. ISBN: 0-8058-4971-8 EISNER, E., W. The Arts and the Creation of Mind. New Heven: Yale UP, 2002, 258 p. ISBN: 0300095236 FLICK, U. An Introduction to Qualitative Research. London: SAGE Publications, 2006, 443 p. ISBN 141291146X (pbk) HAMBLEN, K., GALANES, C. Instructional Options for Aesthetics: Exploring the Possibilities. Art Education. 1991, vol. 44, no. 6., s. 12-24. MOORE, M. Putting It on the Line. Journal of Eesthetic Education. vol. 41, No 1, Spring 2007. ISSN: 0021-8510. REIMER, B., SMITH, R., A. (eds.) The Art, Education and Aesthetic Knowing. Ninety-first Yearbook of National Society for the Study of Education. Chicago: The University of Chicago Press, 1992, s. 51-69. ISSN: 0077-5762 SMITH, R. A. Culture and the Arts in Education. New York: Teachers College Press, 2006, p. 177. ISBN: 978-0-8077-4654-7 STRAUSS, A., CORBIN, J. Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park: Sage, 1990. p. 270, ISBN: 0803932502 WALLNIG, D.,R. Visual Knowing: Connecting Art and Ideas Across the Curriculum. Thousand Oaks: Corwin Press, 2005, s. 90. ISBN 1412914493 (pbk.) WILSON, B. The Second Search: Methaphor, Dimensions of Meaning, and Research Topics in Art Education. In PIERRE, LA, S. Research Methods and methodologies for art education. Reston: NAEA, 1997, p. 1-31. ISBN: 0-937652-97-0

Author Information

Karla Brucknerova

Masaryk University

Brno

Update Modus of this Database

The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER.

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.