| Original language | English |
|---|---|
| Title of host publication | Professional Learning for Artist Teacher |
| Subtitle of host publication | How to Balance Practice and Pedagogy |
| Editors | Rachel Payne |
| Publisher | Open University Press |
| Chapter | 12 |
| Pages | 155-170 |
| Number of pages | 15 |
| Edition | 1st |
| ISBN (Print) | 033525215X , 9780335252152 |
| Publication status | Published - 9 Jan 2024 |
Bibliographical note
“In the context of one of the most difficult times for art and design education that I can remember, Dr Rachel Payne’s timely volume gives hope; it provides a valuable and inspirational resource for established and aspiring creative practitioners concerned with meaningful teaching and learning.”Richard Hickman, Fellow of NSEAD, UK
“Those of us in the arts who need reassurance that our work matters, that our work remains essential to a holistic education for children, youth and adults, and that artist-teachers can reclaim, recover, and reimagine their professional practices in the midst of governmental controls – then, this is our book.”
Rita Irwin, Professor of Art Education, The University of British Columbia, Canada
More than most educators, art teachers have to negotiate two professional identities of artist and teacher. In Professional Learning for Artist Teachers: Pedagogy, Practice and Partnership in UK Contexts, Rachel Payne brings together innovative discourse from academics, artists, researchers and professionals working for cultural organisations to support the symbiosis of artist and teacher.
Professional Learning for Artist Teachers is a book of balance, combining theory and practice to offer pedagogic strategies, and placing great importance on individual contexts while considering external factors. The text:
• Comprises a wide range of bespoke perspectives and experiential content
• Explores cultural partnerships within higher education programmes
• Focuses on the UK context while examining how the field differs regionally, nationally and internationally
Offering pedagogic and practical insights drawing from the contributing authors' extensive experience, this book will be of interest to practitioners, academics and students alike.