How can we Create the Conditions for Students’ Freedom of Speech within Studies in Art?

Abstract

This study investigates how the dynamics of students’ voice can be productively brought into teaching situations. I have researched the conditions required for constructive freedom of speech, within art education. I explored the potential for vocal peer assessment and for students’ ownership of their educational experiences, for the Teacher—Artist Partnership Programme, 2006‐7. My methodology engages in a dialectical exchange between the philosophies of Jean‐Paul Sartre and Michel Foucault, specifically their ethics and interpretations of freedom. This theory was integrated via action research, with the creative learning situation. Sartre's reflections on freewill, ‘free commitment’ and the ‘free project of a sentence’ are discussed. These ideas are related to Foucault's stance on personal autonomy, and the individual's interface with structures of power and knowledge. I have also charted research on student consultation by Sarah Bragg, examining parallels between contemporary perspectives and the views of pragmatist John Dewey. The project was conducted in a creative partnership with artist Thurle Wright. We planned workshops that would maximise freedom of expression, with students of AS Photography at Crown Woods School, Greenwich. The transcripts of group discussions after the workshops have provided essential insights into how students can contend with preconceptions, and autonomously interpret freedom.

Using different art forms to investigate the impact on children’s involvement in literacy activities

“…Providing a definition for the arts using conventional formats is difficult, given that they include so many different ways of meaning making. They offer the opportunity for free communication and expression of ideas and allow people to go beyond the ordinary (Matthews 2008). They have their own communication system, which does not follow any kind of traditional and typical rules.…”

“…The arts are a very promising approach that provides opportunities for multimodal ways of communication and can be utilized in an interdisciplinary research project with literacy to increase children's involvement. The reason lies in the fact that the arts create an open-ended environment in which everyone has the opportunity to express themselves without being judged on the outcome (Vasudevan 2014;Matthews 2008).…”

Supporting personal and social development through child-led art projects in the early years settings

“…This is attributed to the fact that the arts cannot be defined with conventional formats or meanings. They have a different rationale and their own communication system, which enables people to express their ideas and beliefs in a unique way (Vasudevan, 2014;Matthews, 2008). Considering the above, several researchers conducted empirical studies in order to examine the influence of the arts in children's learning journey.…”

De la pertinence des partenariats entre artistes et enseignants : formation culturelle des élèves et sociologie de la justification

“…La plupart des travaux (parmi lesquels figurent Adams, 2005 ;Bumgarner, 1994a ;Côté, 2009 ;Filiod, 2008 ;Kind, de Cosson, Irwin et Grauer, 2007 ;Matthews, 2008 ;Meban, 2002 ;Pahl, 2007 ;Thomson, Hall et Russell, 2006 ;Upitis, 2005 ;Wolf, 2008) prennent la forme d'études de cas qualitatives et examinent les impacts d'un ou de quelques dispositifs pédagogiques sur les artistes, les enseignants ou les élèves. Comme leurs résultats se limitent souvent à une description du dispositif et de ses effets, ces recherches ne remettent guère en cause le bienfondé des partenariats éducatifs à caractère culturel au regard de la formation culturelle des élèves.…”