Art, Artists and Pedagogy Philosophy and the Arts in Education

This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in thetwenty-first century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level. From the outset, this book is not only about arts in practice but also about what distinguishes the ‘arts’ in education. Exploring two different philosophies of education, the book asks what the purpose of the arts is in education in thetwenty-first century. With specific reference to the work of Gert Biesta, questions are asked as to the relation of the arts to the world and what kind of society we may wish to envisage. The second philosophical set of ideas comes from Deleuze and Guattari, looking in more depth at how we configure art, the artist and the role played by the state and global capital in deciding on what art education has become. This book provides educators with new ways to engage with arts, focusing specifically on art, music, dance, drama and film studies. At a time when many teachers are looking for a means to re-assert the role of the arts in education this text provides many answers with reference to case studies and in-depth arguments from some of the world’s leading academics in the arts, philosophy and education.

Preface Acknowledgements List of Contributors Chapter 1. Philosophy and pedagogy in Arts Education Christopher Naughton & David R Cole Chapter 2. What if? Art education beyond expression and creativity Gert Biesta Chapter 3. Dicing the Meat: Bacon in the middle of an arts-based sandwich – David R Cole Chapter 4. Artists, Presence and The Gift of Being Unteacherly Mary Ann Hunter Chapter 5. The implications of ‘percepts, affects and concepts’ for Arts educators Christopher Naughton Chapter 6. Jazz Departures: Sustaining a pedagogy of improvisation David Lines Chapter 7. Bodily Connectedness in Motion. A philosophy on Intercorporeity and the Art of Dance in Education Nico de Vos Chapter 8. Thinking school curriculum through Country with Deleuze and Whitehead: a process based synthesis David R Cole & Margaret Somerville Chapter 9. From the Artist to the Cosmic Artisan: The Educational Task for Art in Anthropogenic Times jan jagodzinski Chapter 10. Towards ‘grown-up ness in the world’ through the Arts as critical, quality pedagogy Robyn Ann Ewing & John Nicholas Saunders Chapter 11. Authentic teaching assessment in graduate teacher education: becomings of pedagogical artistry and leadership Julianne Moss & Anne-Marie Morrissey Chapter 12. Beyond Belief: Visionary Cinema, Becoming Imperceptible and Pedagogical Resistance Jessie L. Beier & Jason J. Wallin Chapter 13. Flight from flight: Composing a pedagogy of affect John Roder & Sean Sturm Chapter 14. Weak subjects: On art’s art of forgetting – an interview with John Baldacchino by Gert Biesta John Baldacchino & Gert Biesta Chapter 15. Walking the museum: Art, artists and pedagogy reconsidered Gert Biesta References

Christopher Naughton has lectured in education and the arts at the University of Exeter, UK,and the University of Auckland, New Zealand. Currently Chris is researching artists working in education following a two-year,funded project Move, Act, Play, Sing (MAPS). Chris has contributed articles to the Australian Journal of Music Education, British Journal of Music Education, Action Criticism and Theory, Education Philosophy and Theory, Studies in Philosophy of Education, ACCESS, International Review of Research in Open and Distance Learning, E-Learning and Digital Media and the Journal of Distance Learning. He is a regular presenter at the Philosophy of Education Society of Australasia (PESA) and the Australian Association for Research in Education (AARE) and many other international conferences. Gert Biesta (www.gertbiesta.com) is Professor of Education and Director of Research at the Department of Education of Brunel University London, UK. He writes on the theory and philosophy of education and educational research, with an interest in curriculum, teaching, pedagogy, democracy and the arts. Recent books include The Rediscovery of Teaching (Routledge 2017). David R. Cole works as an educational researcher at Western Sydney University, Australia. He is currently the theme leader of Globalisation research at the Centre for Educational Research (CER). He has dedicated his career to understanding how the work of Gilles Deleuze and Félix Guattari can be used to critique, enliven and change educational practice. This endeavour has led to more than 100+ publications and thirteen books in this field. Cole thinks in an international context and has completed 12 major research projects that have investigated how the ideas of Deleuze and Guattari work in an empirical sense.