The professionalism of artists and further education (FE) teachers is often questioned. This research will evaluate the impact this has on artist-teachers working in FE. Schön defines a professional as an individual who works in a highly specialized occupation. This article examines how this applies to artists and FE teachers, with reference to…

Art teachers straddle two identities those of a teacher and those of an artist. While these two identities may complement each other it is clear that, particularly for elementary art teachers, they are often in conflict. As art teachers look towards balancing this dichotomy, they must discover what is necessary to equalise and maintain both their…

Most museum education research has focused on examining collaborative partnerships between artists and schoolteachers or artists and museum educators, in schools or art museums. This research investigates the collaborative partnership among artists, museum educators, and schoolteachers within the context of art museum education. Using the Double…

This study interrogated public art as a social practice and its interface with art education. The central axis of public art is its dialogical engagement in the context of human relations and the development of critical consciousness. Interviews were conducted with five internationally renowned artists with regard to their practice and…

Arts partnerships involving teachers, artists and arts organizations continue to be popular as a means of delivering arts education. Acting as an intermediary between schools and artists, arts brokers can be crucial to the successful implementation of these partnerships. Characterized as individuals who can act as channels for innovative practice,…

The RizbA scale combines psychometrics and art theory and enables a measurement of pictorial expression. This study explores its factor structure and a potential gap between theory and empirics. A sample of 275 pictorial works by artists and nonprofessionals was rated by 179 art experts. Three CFA path models were specified: models A and B based…

What constitutes 'teacher identity' and 'artist identity' have received considerable scholarly attention but there has been little exploration of how these identities intersect in the practice of 'teaching artists'. This article argues that paying close attention to that practice, as well as the artist's own perspectives and reflections on it,…

This article investigated the multifaceted role of artists in educational programmes, focusing on the challenges they face while balancing their identity as artist-teacher, artist teacher, artist-educator, and artist educator. This research was conducted in two phases. Phase one interrogated the effectiveness of artists taking on dual roles as…

In this article, we, as Asian American visual arts and social studies educators, propose an Asian American Critical Pedagogy framework and its four principles. Building on critical race and social theories and pedagogies, we developed the four principles: "Asian American critical consciousness," "counternarratives and…

This paper explores the enterprises artist-teachers in adult community learning (ACL) engage with and how these form their identity. This is significant to consider as artist-teachers in ACL are overlooked in the published literature. ACL is comprised of community-based learning delivered by local authorities and general further education…

Knowing that vulnerability and risk-taking are both necessary to the educational experience (Willcox, 2017), the author became curious to know what role vulnerability plays in the self-expressive artmaking process, and what could be learned from the uncomfortable feelings that emerge when an artist feels vulnerable. The author also wondered what…

An autoethnographic exploration of identity formation raises the question of how individuals inhabit, negotiate, accommodate and resist the social groups to which they belong, continually coming to terms with who and what they are. This paper discusses, through this researcher's autobiographical exploration, the ways in which pedagogical discourse…

In further education (FE), teachers and trainers are not legally required to undertake continuing professional development (CPD), with this mandate removed in 2013. Nevertheless, the Education and Training Foundation has emphasised the importance of maintaining and updating professional knowledge. Literature highlights CPD's contentious role among…

Contemporary art educators design artmaking experiences around questions, ideas, and themes to help engage students in personally relevant meaning-making (Anderson & Milbrandt, 2005; Gude, 2004, 2013; Walker, 2001). Preservice art teachers are trained to plan lessons and curriculum to move beyond the so-called school art style (Efland, 1976;…

Ralph Pearson's Design Workshop was a center of progressive art education in New York. However, based on the correspondence courses that he developed, he was able to reach artists and art educators across the United States. Women artists and art educators dominated his courses and went on to play an important role in spreading progressive art…