Criticality and Connoisseurship in Arts Education: Pedagogy, Practice and 'Pinterest©'

Autor/inn/en	Chapman, Sian; Wright, Peter; Pascoe, Robin
Titel	Criticality and Connoisseurship in Arts Education: Pedagogy, Practice and 'Pinterest©'
Quelle	In: Education 3-13, 47 (2019) 8, S.957-968 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chapman, Sian) ORCID (Wright, Peter) ORCID (Pascoe, Robin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2018.1544578
Schlagwörter	Art Education; Teaching Methods; Decision Making; Teacher Attitudes; Time Management; Social Media; Educational Resources; Web Sites; Learning Processes; Educational Improvement; Elementary School Teachers; Foreign Countries; Reflective Teaching; Learning Activities; Pedagogical Content Knowledge; Computer Software; Telecommunications; Handheld Devices; Computer Assisted Instruction; Australia + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Lehrerverhalten; Zeitmanagement; Soziale Medien; Bildungsmittel; Web-Design; Learning process; Lernprozess; Teaching improvement; Unterrichtsentwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Lernaktivität; Pädagogische Kompetenz; Telekommunikationstechnik; Computer based training; Computerunterstützter Unterricht; Australien
Abstract	In time-poor and pressured teaching environments, some classroom teachers look for immediate and simple solutions to resourcing their arts teaching. Online platforms, such as Pinterest, seem to offer ready-made answers for these teachers, however, a lack of criticality can underscore the unexamined 'advantages' of such accessible resources. Accessibility and lack of confidence for time poor teachers are two key issues in understanding why teachers prefer online platforms for the sourcing of arts teaching resources rather than curriculum documents written for them by 'curriculum experts'. Critically competent curriculum decisions require informed knowing about value and how the decision impacts on practice and student learning and in this way criticality and connoisseurship are important capabilities that constantly need to be strengthened in a digitally mediated world. Combined in an arts context and drawing on interviews with 16 classroom teachers, criticality and connoisseurship are two key concepts used to highlight the systemic issues of context, value and pedagogy that impact on teacher's practice. Suggestions for increasing teachers' criticality and connoisseurship are explored as important pathways for improving arts learning for young people. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01