An Interrogation into the Need for a New Definition for the Artist‐Teacher in Adult Community Learning

Cairns, Abbie

doi:10.1111/jade.12436

Cited by 4 publications

(2 citation statements)

References 16 publications

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“…Phase one: an interrogation of the artist-related terms within the international art educational programmes Artists engage in art educational programmes with different titles. Cairns (2022) summarised these titles including teaching-artist, teacher of art, artist-educator, artist educator, artist-teacher and artist teacher. Referring to Thornton's (2012) definition, the linguistic selection of artist in connection with other roles identifies the new identity's professional knowledge and skills in art practice.…”

Section: Xumentioning

confidence: 99%

Exploring Visiting Artists' Dual Roles and Constraints in Art Educational Programmes

2024

Int J Art Design Ed

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This article investigated the multifaceted role of artists in educational programmes, focusing on the challenges they face while balancing their identity as artist‐teacher, artist teacher, artist‐educator, and artist educator. This research was conducted in two phases. Phase one interrogated the effectiveness of artists taking on dual roles as both artists and educators/teachers within international and New Zealand's educational programmes. This phase advocated for artists to embrace their original role as artists without the additional burdens of other roles. Moving to phase two, this research employed the method of document analysis to investigate the historical and current engagement of artists in students' museum education within the context of New Zealand. Historically, artists were considered as art technicians with no direct involvement in art teaching or creation. Although the current LEOTC and ELC programmes in New Zealand value artists' contributions to art education, they do not indicate artists' involvement in these two programmes. Drawing from the findings of phase one and two, the study proposed a novel model that emphasises the integration of three elements: learning environment (art museum), people (artists), and objects (artworks). This model suggested that the combined action of these three elements could lead to a transformation from teacher‐led teaching to student‐centred learning in art education. Such a transition held the potential to enrich students' educational experience through collaborative efforts between artists, museum educators, and schoolteachers, and also enhance students' interdisciplinary learning experiences.

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Section: Xumentioning

confidence: 99%

Exploring Visiting Artists' Dual Roles and Constraints in Art Educational Programmes

2024

Int J Art Design Ed

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“…Schön does not specifically name art as a minor profession. However, Cairns (2022a) showed how the artist is ambiguous when compiling a typology of the role based on published literature (Daichendt 2010; Thornton 2013). Which suggests the role is not ‘firmly bounded…and standardized’ (Schön 1983, 23), resulting in minor professional status.…”

Section: Literature Reviewmentioning

confidence: 99%

Professionalism and Artist–Teachers in Adult Community Learning in the UK

Cairns

2023

Int J Art Design Ed

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The professionalism of artists and further education (FE) teachers is often questioned. This research will evaluate the impact this has on artist–teachers working in FE. Schön defines a professional as an individual who works in a highly specialized occupation. This article examines how this applies to artists and FE teachers, with reference to historical and contemporary cross‐disciplinary research. Published research focuses on professionalism in terms of meeting sets of criteria. However, research participants within this study were more concerned with the activities undertaken by artist–teachers and how these reflected their professionalism. The research findings focus on the perceived professionalism of artist–teachers in adult community learning (ACL), a sub‐section of FE in the United Kingdom that encompasses adult and community learning delivered to adults aged 19+ but local authorities or general FE colleges.

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Artist-teacher-researcher-student: exploring the enterprises of the artist-teacher in adult community learning

Cairns

2023

Research in Post-Compulsory Education

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An Interrogation into the Need for a New Definition for the Artist‐Teacher in Adult Community Learning

Cited by 4 publications

References 16 publications

Exploring Visiting Artists' Dual Roles and Constraints in Art Educational Programmes

Exploring Visiting Artists' Dual Roles and Constraints in Art Educational Programmes

Professionalism and Artist–Teachers in Adult Community Learning in the UK

Artist-teacher-researcher-student: exploring the enterprises of the artist-teacher in adult community learning

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