Reflective Practices in Arts Education

1. Front Matter

   Pages I-XVII

   PDF

2. Perspectives on Reflection

   1. Front Matter

      Pages 1-2

      PDF

   2. Rethinking the Imperatives for Reflective Practices in Arts Education

      • Pamela Burnard

      Pages 3-12

   3. Adolescents and Cultures of Reflection

      • Saville Kushner

      Pages 13-22

   4. Cultural Reflections

      • Diana Harris

      Pages 23-32

   5. Reflective Creativity

      • Mary Hilton

      Pages 33-44

   6. Teaching Arts as Reflective Practice

      • Liane Hentschke, Luciana Del Ben

      Pages 45-54

   7. Challenges for Artists and Teachers Working in Partnership

      • Rena Upitis

      Pages 55-66

3. Tools of Reflection

   1. Front Matter

      Pages 67-68

      PDF

   2. Game for Reflection

      • Charlotte J. Peel

      Pages 69-82

   3. Reflection and Evaluation

      • Joanna Glover, Janet Hoskyns

      Pages 83-94

   4. Using Learner Journals in Teacher Education in the Arts

      • Linda Rolfe

      Pages 95-106

   5. Reflective Use of Digital Technologies in the Arts

      • Jane Cheung, Eton Kung

      Pages 107-122

   6. Tools for Developing Reflective Skills

      • Jody L. Kerchner

      Pages 123-136

4. Case Studies: Reflections in and on Action

   1. Front Matter

      Pages 137-138

      PDF

   2. Reengagement through Peer Teaching Drama

      • Morag Morrison, Bruce Burton, John O'Toole

      Pages 139-148

   3. Cross-and Intercultural Engagement

      • Dawn Joseph

      Pages 149-158

   4. Reflective Practice through the Lens of a Fifth Grade Composition-based Music Class

      • Betty Anne Younker

      Pages 159-168

   5. Fair Exchange

      • Anna Ledgard

      Pages 169-182

   6. The Conditions and Consequences of Reflective Practices in Arts Education

      • Sarah Hennessy

      Pages 183-192

It is an exciting time to be an artist and artist educator. Networks of schools and artists are being motivated by arts partnerships, a relatively new phenomenon in a field which whilst disparate in its character and practice, is marked by a common intention, to respond effectively and critically to politically driven agendas of accountability, school improvement and pupil attainment. More than ever artists and educators alike have begun to realise the need to develop practices which offer the development of artist educator pedagogies as agencies for change and political action. Understanding the function of reflective practice, the conditions which s- port it and its impact on learning, are addressed throughout this book. We hope that the book will motivate readers, with a diversity of interests and needs, to engage in reflections of their own professional practices and of the practices of the commu- ties in which they work This book is about reflection. The thesis about the field it covers and major premise of this book is that reflection matters at every turn in arts engagement and even more so in educational settings where artist educators share a passion for facilitating and understanding the ‘how’of learners engagement with p- ticular art forms. It aims to show ways in which reflection can inform and transform practice in terms of what, when and how reflection is embodied in arts engagement.

• Information
• arts curriculum
• arts education
• arts-based enquiry
• reflection
• reflective practice
• visual arts
• learning and instruction

From the reviews:

"Anyone who is involved in arts and education, research or is a practicing artist will probably have considered what it means to be a ‘reflective practitioner’. This book, aimed at people working in the arts as teachers, practitioners or researchers, invites deeper thought about reflective practice and its role within the current context of accountability in education. … Anyone who is involved with arts education would find something enlightening and informative in this book." (Frederick A. Seddon, British Journal of Music Education, Vol. 2 (13), 2008)

• University of Cambridge, UK

  Pamela Burnard

• University of Exeter, UK

  Sarah Hennessy

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