The paper is informed by new research in which teachers developed innovative classroom practices after direct engagement with contemporary art practices. These are analysed in the context of a resurgence of interest in the role that creativity can have for learning. The creative practices cited place value on pedagogical factors such as learner agency, learning communities, risk and play. The latter is explored through the example of erasure, a Neo-Dadaist art practice that entails the reversal of orthodox teacher and learner identities. Throughout the concept of the ‘artist learner’ is developed, an exemplar of creative practice predicated on a reconceptualised and empowered identity based on dynamic learning community principles. Using current theoretical models the paper demonstrates that the practices of creativity are at odds with prevailing school systems that privilege assessed performance, standardisation, conformity and notions of innate ability.
|Published - 2009
|Discourse, Power and Resistance Conference - Manchester Metropolitan University, Manchester, United Kingdom
Duration: 18 Mar 2009 → 20 Mar 2009
|Discourse, Power and Resistance Conference
|18/03/09 → 20/03/09