Criticality and connoisseurship in arts education: pedagogy, practice and ‘Pinterest^©’

The challenges of facilitating arts learning in home education

“…Not only do arts programmes traditionally receive lower funding priority, they also receive the least attention of all learning areas in terms of time allocations in the weekly curriculum (Alter et al ., ; Vasquez Heilig et al ., ). All of this can contribute to a classroom educator's sense of being overwhelmed in light of so many competing demands (Alter et al ., ; Chapman et al ., ), and a similar sentiment was noted in the home educating participant responses. The sense across both contexts is that allocating priority to the arts is very challenging in the midst of competing pressures.…”

“…Interestingly, although the research highlights the pedagogical uniqueness of home education as distinct from classroom learning, the challenges that participant home educators expressed regarding their children's formal arts education is clearly similar to the experiences of generalist classroom teachers, particularly with respect to the impact of poor self‐efficacy. Although the issue of poor self‐efficacy was only one of a range of challenges noted by participants, it was noted as a foundational issue, similar to findings with classroom educators (Garvis & Pendergast, ; Chapman et al ., ). If home educators possessed a strong sense of self‐efficacy, they felt more confident in countering the other challenges and creatively providing for their children's arts learning.…”

“…Direct correlations have been identified between a teacher's previous experience and the quality of their teaching. For example, Chapman et al (2018) note that teachers who lack knowledge in arts content and pedagogy admit to regularly seeking out 'easy solutions' such as Pinterest activities, which are easily implemented but not necessarily reflective of quality arts teaching and learning. Of all subjects, arts education is particularly dependent on previous experience and a sense of competence in the various domains of arts learning (Bamford, 2006;Seidel et al, 2009;Chapman et al, 2018).…”

“…() note that teachers who lack knowledge in arts content and pedagogy admit to regularly seeking out ‘easy solutions’ such as Pinterest activities, which are easily implemented but not necessarily reflective of quality arts teaching and learning. Of all subjects, arts education is particularly dependent on previous experience and a sense of competence in the various domains of arts learning (Bamford, ; Seidel et al ., ; Chapman et al ., ). These findings have led to a consistent request for a more significant focus on developing arts knowledge and skills during pre‐service teacher education (Bamford, ; Dinham, ; Russell‐Bowie, ), which again highlights the significance of possessing knowledge in the arts as a foundation for a quality arts education.…”

Deporte y regulación: nuevos escenarios y desafíos. Actas del XI Congreso Iberoamericano de Economía del Deporte

“…En síntesis, Pinterest se basa en la creación de una serie de tableros temáticos donde el usuario sube pines (fotos), pudiendo añadir comentarios de texto a estas (Hambrick & Kang, 2015). Si bien en el contexto universitario se ha investigado el potencial de Pinterest en ámbitos como el trabajo social (Baker & Hitchock, 2017) o el arte (Chapman, Wright, & Pascoe, 2019), todavía no se ha explorado el potencial de Pinterest en la gestión del deporte.…”