Teachers' and Artists' Collaborative Teaching and Learning
Abstract
The new dimension of a stimulating, open and innovative learning environment in education is recognised in the integrative collaboration of all those involved in the educational process. Such an environment provides children with a variety of contextual experiences to enter the symbolic world of culture and art. Collaboration between artists and teachers has been identified as an essential approach to improving the quality of planned arts practice in kindergartens and schools. In order to improve collaborative teaching between teachers and artists in Slovenian preschools and primary schools, a design-based research methodology was used. The paper presents a snapshot of the pre-intervention situation and the impact of interventions that involved teachers in collaborative work with artists and children’s participation in the educational process. The study involved 116 preschool teachers and 148 primary school teachers. The results showed the importance of involving artists in the educational process. By involving artists in the pedagogical process, teachers can gain information about how children can participate experientially and expressively in artistic experiences, which 1) relieves the burden of predetermined and overstructured curricular practices, 2) enables pupils to participate experientially and expressively in artistic experiences, 3) provides teachers with insight into children’s experiential and expressive capacities/competences, and 4) provides artists with insight into the possibilities of integrating authentic artistic experiences into education.
Downloads
References
Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25.
Bačlija Sušić, B., & Županić Benić, M. (2018). Preschool teachers’ sensibility in music and visual arts as a foundation for encouraging creative expression in children. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 20(Sp. Ed. 3), 93–105.
Bračun Sova, R., & Kemperl, M. (2012). The curricular reform of art education in primary school in Slovenia in terms of certain components of the European competence of cultural awareness and expression. Center for Educational Policy Studies Journal, 2(2), 71–90.
Chemi, T. (2022). New and different: Student participation in artist-school partnerships 1. In X. Du, & T. Chemi (Eds.), Arts-based methods in education around the world (pp. 37–62). River Publishers.
Denac, O., Čagran, B., Denac, J., & Sicherl Kafol, B. (2011). Arts and cultural education in Slovenian primary schools. The New Educational Review, 24, 121–132.
Duh, M. (2015). Muzejska pedagogika v funkciji razvijanja likovne apreciacije [Museum pedagogy in the function of developing art appreciation]. Revija za elementarno izobraževanje, 8(4), 87–101.
Freire, P. (1997). Pedagogy of the oppressed. Continuum.
Hoekstra, M. (2018). Artist teachers and democratic pedagogy [Doctoral dissertation, University of Chester]. ChesterRep. https://chesterrep.openrepository.com/bitstream/handle/10034/621472/FINAL%20Marike%20Hoekstra%20-%20Artist%20teachers%20and%20democratic%20pedagogy.pdf?sequence=1&isAllowed=y
Huttunen, R., & Heikkinen, H. L. (2004). Teaching and the dialectic of recognition. Pedagogy, Culture and Society, 12(2), 163–174.
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3/4), 191–206.
Kind, S., de Cosson, A., Irwin, R. L., & Grauer, K. (2007). Artist-teacher partnerships in learning: The in/between spaces of artist-teacher professional development. Canadian Journal of Education, 30(3), 839–864.
Krek, J., & Metljak, M. (Eds.). (2011). Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji 2011 (1st ed.) [White Paper on Education in the Republic of Slovenia 2011 (1st ed.)]. National Education Institute Slovenia. http://pefprints.pef.uni-lj.si/1195/
Kroflič, R. (2022a). Kako ubesediti presežno razsežnost vzgoje? [How to articulate the transcendent dimension of education?] Sodobna pedagogika, 73(1), 12–29.
Kroflič, R. (2022b). Vzgoja z umetnostjo in prvoosebna umetniška izkušnja kot ključni sestavini sodobne vzgoje in izobraževanja [Education through art and first-person artistic experience as key components of modern education]. In R. Kroflič, S. Rutar, & B. Borota (Eds.), Umetnost v vzgoji v vrtcih in šolah [Art in kindergarten and school education] (pp. 19–35). University of Primorska Press.
Ministry of Education, Science and Sport of the Republic of Slovenia. (1999). Kurikulum za vrtce [Kindergarten Curriculum]. Ministry of Education, Science and Sport of the Republic of Slovenia, National Education Institute Slovenia.
Ministry of Education, Science and Sport of the Republic of Slovenia. (2024). Zakon o osnovni šoli [Basic School Act]. Official Gazette RS, no. 81/06 – official consolidated text, 102/07, 107/10, 87/11, 40/12 – ZUJF, 63/13, 46/16 – ZOFVI-K, 76/23 in 16/24. https://pisrs.si/pregledPredpisa?id=ZAKO448
Morrissey, D., & Kenny, A. (2023). Teacher-artist partnership as teacher professioal development. Irish Educational Studies, 42(1), 59–77.
Osberg, D., & Biesta, G. (2008). The emergent curriculum: Navigating a complex course between unguided learning and planned enculturation. Journal of Curriculum Studies, 40(3), 313–328.
Podgornik, V., Kalin, J., & Jeznik, K. (2022). Vzgojno-izobraževalna ustanova kot kulturno stičišče lokalnega okolja [The educational institution as a cultural meeting point of the local environment]. In R. Kroflič, S. Rutar, & B. Borota (Eds.), Umetnost v vzgoji v vrtcih in šolah [Art in kindergarten and school education] (pp. 77–96). University of Primorska Press.
Podobnik, U., & Borota, B. (2022). Umetnik v pedagoškem porocesu [The artist in the pedagogical process]. In R. Kroflič, S. Rutar, & B. Borota (Eds.), Umetnost v vzgoji v vrtcih in šolah [Art in kindergarten and school education] (pp. 119–144). University of Primorska Press.
Read, H. (2015). Education through art. Faber & Faber Ltd. https://archive.org/details/in.ernet.dli.2015.460970/mode/2up
Rinaldi, C. (2005). Documentation and assessment: What is the relationship? In A. Clark, A. T. Kjørholt, & P. Moss (Eds.), Beyond listening. Children’s perspectives on early childhood services (pp. 17–28). The Policy Press, University of Bristol.
Rotar Pance, B. (2022). Razvoj sporazumevalne zmožnosti v glasbenem jeziku v projektu SKUM [Developing communicative ability in the language of music in the SKUM project]. In R. Kroflič, S. Rutar, & B. Borota (Eds.), Umetnost v vzgoji v vrtcih in šolah [Art in kindergarten and school education] (pp. 171–195). University of Primorska Press.
Rutar, S., Kalin, J., Kožuh, A., Simčič, B., & Borota, B. (2022). Učna okolja kulturno-umetnostne vzgoje v vrtcih in šolah [Learning environments of cultural-art education in kindergartens and schools]. Vzgoja in izobraževanje: revija za teoretična in praktična vprašanja vzgojno izobraževalnega dela, 53(1/2), 24–29.
Rutar, S., & Štemberger, T. (2018). How children are manipulated and how they participate: Preschool teachers’ and preschool teacher assistants’ perspectives. Journal of Contemporary Educational Studies/Sodobna Pedagogika, 69(1), 146–161.
SKUM. (n.d.). Purpose and objectives of the project. The SKUM project (Razvijanje sporazumevalnih zmožnosti s kulturno-umetnostno vzgojo – Developing Communication Competences Through Cultural-Art Education). https://www.skum.si/en/about-the/purpose-and-objectives-of-the-project/
Smrtnik Vitulić H., Sicherl Kafol, B., Korošec, H., Podobnik, U., Prosen, S., & Geršak, V. (2022). Pomen umetniških izkušenj v vzgojno.izobraževalnem procesu v vrtcu, osnovni in srednji šoli [The importance of artistic experiences in the educational process in kindergarten, primary school and secondary school]. In R. Kroflič, S. Rutar, & B. Borota (Eds.), Umetnost v vzgoji v vrtcih in šolah [Art in kindergarten and school education] (pp. 57–75). University of Primorska Press.
Štemberger, T. (2021). Fokusne skupine v pedagoškem raziskovanju [Focus groups in educational research]. Sodobna pedagogika, 72(138), 3, 10–24.
Taštanoska, T. (Ed.). (2019). The education system in the Republic of Slovenia 2018/2019. Ministry of Education, Science and Sport of the Republic of Slovenia. https://www.gov.si/assets/ministrstva/MVI/Dokumenti/ENIC-NARIC-center/The-Education-System-in-the-Republic-of-Slovenia-2018-19.pdf
Tolstoy, L. (1904). What is art? Funk & Wagnalls. https://www.gutenberg.org/files/64908/64908-h/64908-h.htm
Watkins, C. (2005). Classrooms as learning communities: A review of research. Review of Education, 3(1), 47–64.
Wolf, S. A. (2008). The mysteries of creative partnerships. Journal of Teacher Education, 59(1), 89–102.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
