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Abstract

This article offers an examination of three Arts teacher professionallearning initiatives implemented in Australia. Through a process ofdeveloping storied vignettes for relational encounter and meaning making,the article identifies some key factors that operate across contexts toenable and/or inhibit Arts teachers to achieve and embody transformativeoutcomes for Arts learning and pedagogy. Adopting an iterativecollaborative process individual storylines become an entwined metanarrative in which vignettes of recent Arts teacher professional learningexemplars disrupt the deficit storylines of competition and conflict thathave operated historically to marginalise the Arts in education contexts.We suggest that such deficit storylines can be reimagined as generativespaces for possibility. Subject or discipline borders in context can beviewed as thresholds to enliven rather than fragment the presence andpurpose of future oriented agendas for Arts education.

Item Type:	Article
Authors/Creators:	MacDonald, A and Hunter, M and Ewing, R and Polley, J
Keywords:	Arts Education, pedagogy, teacher professional learning, storylines
Journal or Publication Title:	Australian Art Education
Publisher:	Australian Institute of Art Education
ISSN:	1032-1942
Copyright Information:	Copyright 2018 Australian Art Education
Related URLs:	Google Scholar: MacDonald, A UTAS Profile: MacDonald, A Google Scholar: Hunter, M UTAS Profile: Hunter, M
Item Statistics:	View statistics for this item

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