Many studies on both a national and international level (Abeles, 2018; Christophersen, 2013; Fahy & Kenny, 202; Kenny & Morrissey, 2016, 2020; Wolf, 2008) have identified the benefits and indeed challenges, of arts partnerships in schools. Providing opportunities “to create something bigger than ourselves, through the creative-collaborative process” (Bresler, 2018, p.ix), arts partnerships or ‘alterations’ can be hugely advantageous to schools, teachers, children and broader communities (Christophersen & Kenny, 2018). These partnerships can enrich schools and the curriculum, providing opportunities for students to interact with professional artists which can have a significant, positive impact on student engagement (Jeanneret, 2011). Due to the fact that, many generalist teachers find themselves with limited expertise and support in the arts (Kind et al., 2007), arts partnerships have also frequently acted as professional development opportunities for teachers wishing to improve their arts education and practice (Kind et al al, 2007). Positioning artist and teacher as equal partners in the classroom, these collaborations could ideally facilitate professional learning as a reciprocal act between artist and teacher, when they are meaningful, sustained and invested in (Kenny & Morrissey, 2016).

However, the term ‘partnership’ can also be highly problematic (Partington, 2018) and in the long term, can be almost detrimental to the quality of arts education (Hanley, 2003). Although outside artists and performers can support and enrich a school arts education curriculum, it is claimed they cannot replace the class teacher who gives young people ongoing exposure and training in the arts (Wolf, 2008). Continuing to place the responsibility for arts education with the class teacher, it has been argued that the class teacher is the individual who is most aware of the needs of their class, has the knowledge and ability to ensure cross-curricular connections and who is in a position to dissipate any notion that arts education is for gifted children only (Russell-Bowie, 2009; Vitulli et al, 2013). Consequently, Hanley (2003) worries about generalist primary school teachers loosing confidence in teaching the arts and points out that exposure to the arts does not in itself promote meaningful learning. This aligns with findings from one Irish study which found that, even within partnerships involving highly motivated teachers with ‘artistic attitudes’, greater sustained support is required beyond the partnership itself to ensure high quality arts education in schools (Morrissey & Kenny, 2021). Therefore, to ensure that this learning is “long-lasting and sustainable” (Wolf, 2008, p.92) teachers and artists alike, must be a part of an ongoing and dynamic process, involving opportunities which could potentially transform their pedagogic practices.

With this in mind, this paper explores the need to hear teachers’ voices, regarding whether or not an Irish arts partnership – Creative Schools Initiative-Scoileanna Íldánacha(CS) impacted on the delivery of arts education in primary schools. Since this research was conducted during the ongoing COVID-19 pandemic, this study also explores how the initiative responded to the challenge of supporting teachers in arts education in new and creative ways. Findings from this study could contribute to further provision and development of professional development for teachers, leading to increased impact and sustainability of arts partnerships such as the CS programme. With this in mind, this study sought to explore the following research questions:

1) What are teachers’ perspectives regarding the current facilitation of arts education and what are the factors that influence this?

2) What impact did the CS have on supporting teachers in arts education?

3) How can teacher perspectives further inform and develop the support offered by the CS to teachers in arts education? 

A multi-site case study, this quantitative research was conducted in a purposive sample of eight Irish primary schools who had participated in the CS programme. Serving a diversity of communities across different regions of Ireland, these schools included: 4 large, co-educational urban schools, 1 large urban single sex school and 3 small rural co-educational schools. Endeavouring to capture teachers’ perspectives on how arts partnerships can support the delivery of arts education, this investigation involved targeting approximately 90 teachers in these schools. The data collection instrument chosen by this researcher was an online survey design (Google forms) due to the fact that it provides a quantitative description of trends, attitudes and opinions of this particular sample population (Creswell & Creswell, 2018). 50 teachers completed this online survey (55% response rate). Independent variables for this study included gender, age, teaching experience, class level taught and time allocated to teaching arts education. Descriptive statistics were initially generated by the descriptive analytical tool and the raw data was also available in an excel file format. The statistical package SPSS was used to examine the attitudinal items. These tools facilitated the comparison of data to identify and interpret the various responses from participating teachers. Results included basis statistical responses to Likert scale format questions relating to: arts education and the curriculum, the role of arts partnerships in supporting the delivery of arts education in schools, professional development for teachers in arts education. The responses were indicated by ticking boxes or rating a numbering system (1= strongly disagree, 2 = somewhat disagree, 3= no opinion, 4= somewhat agree, 5= strongly agree). Additional comments sections on four items provided participants with the opportunity to further comment on these questions. These additional comments and four open-ended questions (which were required fields) were studied, reviewed for themes using nVivo and coded by key words and ideas. Both sets of data were merged, reviewed and categorized into themes. Validity of the data was checked to ensure that the data was recorded accurately and precisely and was appropriate for the purposes of the investigation (Denscombe, 2007). The results of this research are presented in the conclusion section.

Providing a snapshot of teachers’ perspectives on how arts partnerships can potentially support the delivery of arts education, findings from this study attest to the fact that, teachers had a predominately positive perspective on the impact of the CS on arts education. Emerging influential factors regarding teachers’ facilitation of arts education included teacher confidence, time constraints and increased emphasis on numeracy and literacy. The benefits of a balanced approach between teachers and artists delivering the arts education curriculum also arose. Due to the fact that, the CS adapted the way they engaged with schools during lockdowns, some teachers gained confidence, and were excited about whole school approaches to using online platforms and creative outdoor learning spaces. However, other participants felt that that the pandemic negatively impacted on schools’ opportunities to fully participate in the programme, causing their experience of the initiative to be fragmented. Consequently, findings indicated that the CS had only a slight impact on teachers’ confidence in relation to facilitating arts education. Thus, strong reiterations for the need and provision for continual professional development (CPD) in arts education, both in an online and face-to-face capacity, were emphasised throughout. This study, therefore, could contribute to further development and evolution of arts partnerships such as the CS. For a sustainable future in classroom-based arts education and to avoid arts partnerships becoming a support measure, in-service teacher training in arts education should be continuously offered for teachers’ professional development. By placing stronger emphasis on the development of teachers’ pedagogical practices, while continuing to use a blended approach to innovatively deliver and embed their programmes, arts partnerships could have the capacity to act as a professional development model in arts education. In this way, arts partnerships could ensure they have a lasting impact on the delivery of arts education in primary schools.

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