A kind of oasis: Art rooms and art teachers in secondary schools

2012 ◽  
pp. 151-175
Keyword(s):  
Secondary Schools ◽  
Art Teachers

scholarly journals Empowering Pasifika Students to Express their Identities through Visual Arts in New Zealand Secondary Schools: The Role of Euro-descendent Teachers

2016 ◽  
Vol 18 (2) ◽  
pp. 85 ◽  
Author(s):  
Jill Elizabeth Smith
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary Schools ◽  
Ethnic Group ◽  
Visual Arts ◽  
Art Teachers ◽  
European Research ◽  
Art Works ◽  
Pasifika Students

The greatest numbers of young people in New Zealand are from Pasifika peoples’ ethnic groups. In contrast, art teachers in secondary schools are predominantly European. Research conducted in 2015, which investigated how art teachers are responding to the increasing diversity of students, uncovered important insights. This article provides “snapshots” of how four European-New Zealand art teachers, who work in schools where Pasifika students comprise the largest ethnic group, are empowering them to express themselves within their cultural milieu. Articulated through the voices of the art teachers, the stories of these students are visualized through examples of their art works.

Negotiating Disruption in Visual Arts Education

2011 ◽  
pp. 135-146
Author(s):  
Jennifer Elsden-Clifton
Keyword(s):  
Secondary Schools ◽  
Visual Arts ◽  
Arts Education ◽  
School Context ◽  
School Community ◽  
Art Teachers ◽  
Social Practices ◽  
Visual Arts Education ◽  
Cultural Codes ◽  
General School

The visual arts has a long tradition of providing a space for artists to take up disruptive practices such a, challenging what is known, questioning and exploiting cultural codes, and providing alternative social practices. This chapter is interested in how visual arts students take up these disruptive possibilities within the complexity of secondary schools; a space historically characterised by hierarchal power, surveillance, and institutionalized structure. This chapter draws upon interviews with art teachers to examine the discourses surrounding their observations of ‘disruptive’ art created in their classrooms. In particular, the author focuses on the stories of two students who through their artwork explored and transgressed normalised notions of sexualities and bodies, which was signalled to be problematic within the school context by the teachers. This discussion explores how teachers, students, and the general school community respond and negotiate the tension and discomfort that can arise from ‘disruptive’ art.

scholarly journals РОЛЬ ЕТНОПЕДАГОГІЧНОГО ПІДХОДУ У ПРАКТИЦІ ПІДГОТОВКИ ВЧИТЕЛЯМУЗИКАНТА ДО МИСТЕЦЬКО-ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ У ШКОЛІ

2020 ◽  
pp. 334-347
Author(s):  
Світлана Крамська ◽  
◽  
Тетяна Матвієнко ◽  
Keyword(s):  
Secondary Schools ◽  
Professional Training ◽  
Cognitive Activity ◽  
Art Teachers ◽  
Educational Process ◽  
Personal Traits ◽  
Effective Work ◽  
Moral Beliefs ◽  
The Future ◽  
Further Development

The paper outlines the importance of ethnopedagogical approach in the practice of training musical art teachers in a higher art institution, highlights the need for deep modernization of Ukrainian ethnopedagogy achievements in modern conditions. The article defines the purpose and significance of this phenomenon, introduction of which into the educational process of the HEI can ensure successful artistic development of future teachersmusicians and their readiness for further music-pedagogical activities with elements of ethnopedagogical direction in conditions of the educational process of the secondary schools. Implementation of the ethnopedagogical approach in the process of professional training of musical art teachers will ensure successful realization of the Ukrainian national idea, will contribute to the formation of students’ national consciousness, will help them to learn universal values. Through the feeling of the richness of the sound palette of his people’s art, the personal traits of the future teacher-musician (sensitivity and intelligence, emotionality) will be nurtured, which in turn will improve his professional level. This will intensify cognitive activity of the future teachers-musicians, develop their musical and aesthetic representations, increase the overall level of musical and aesthetic culture, guide their moral beliefs accordingly. Introduction of the ethnopedagogical approach in the process of professional training of students of music-pedagogical specialties is closely related to the further development of the system of music and aesthetic education of our students, where the teacher is a kind of a mediator for the child to learn about the world. Therefore, to ensure the effective work of graduates of higher art institutions, the issue of using material from the national musical and musical-pedagogical heritage is relevant not only in the process of ethnopedagogical training in universities, but also directly in the educational process in secondary schools.

scholarly journals Curriculum, Assessment and Pedagogy: How These Dimensions are Enriching Visual Arts Education for Ethnically Diverse Students in New Zealand Secondary Schools

2019 ◽  
Vol 3 (3) ◽  
pp. p311
Author(s):  
Jill Smith
Keyword(s):  
Secondary Schools ◽  
Visual Arts ◽  
Arts Education ◽  
Ethnically Diverse ◽  
Art Teachers ◽  
Pedagogical Practices ◽  
Diverse Students ◽  
Visual Arts Education ◽  
Curriculum Assessment ◽  
Assessment Policies

This article reports on findings from two complementary research projects conducted in Auckland, New Zealand’s largest city. Both projects were motivated by changing demographic statistics from a largely European-ethnic student population in secondary schools in the past, to an ethnically diverse one in the present. Each project focused upon the nature of New Zealand’s national curriculum and assessment policies for visual arts education, and the pedagogical practices of art teachers. European-ethnic art teachers comprise the majority in secondary schools, thus the research in 2015 centred on how these teachers are working alongside ethnically diverse students. Given that there is a growing population of Asian-ethnic students in secondary schools, the follow-up project in 2018 focused on how art teachers of Asian ethnicity are supporting these students to engage in experiences that express their cultural identities. The findings provide evidence of how art teachers are using the curriculum, assessment policies and culturally responsive pedagogies to enrich the nature of visual arts education for students of all ethnicities in secondary schools in this country. The findings are exemplified through the ‘voices’ of a sample of art teachers, and ‘artworks’ by 15-18 year old students which encapsulate the role of images as a powerful form of data.

Teaching in secondary schools (3rd ed.).

1952 ◽  
Author(s):  
Nelson L. Bossing
Keyword(s):  
Secondary Schools
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