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Art as transformative education: Starting the conversation
Cain, Melissa
Cain, Melissa
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Abstract
This chapter documents the journey of the authors, two Australian artists and arts educators as they explore the current and entrenched rationales for art education. These popular and pervasive global narratives offer an often unchallenged justification for engaging in art in educational contexts. Delivered through an unusual yet progressive form of narrative inquiry, this article is framed by emails shared between the authors over a four year period. They serve as an archive of stories, thoughts, and ideas, one which facilitates frank discussion, interpretation, and reflection. The authors explore reasons for art education at a fundamental level; a critical reflection that evolves to become transformative, and which places the 'common good' of humanity at its centre. Using the popular rhetoric as a starting point for their investigation, the authors seek to contribute to a global conversation about a 'counter-curriculum' for teaching art. They invite others to provide their perspectives and ideas with a view to looking outwards to a potential infinity, and a transformed approach to learning in visual arts.
Keywords
Art education, initial teacher education, narrative inquiry, peace education
Date
2018
Type
Journal article
Journal
Australian Art Education
Book
Volume
39
Issue
3
Page Range
468-491
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Controlled