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This article, based on Basil Bernstein’s theoretical framework, aims to contribute to the sociological analysis of the impact of space on the formation of the pedagogical practices of the teachers who teach Arts in Primary education. Data were collected using the research methods of observation and interview on a sample of 20 Art teachers in primary education. The most significant findings of this research revealed that school space impacts and affects the pedagogical practices that they implement. When the Arts are taught in traditional classrooms due to lack of an art room in primary school buildings, the teachers’ pedagogical practices are visible and characterized by strong classification and framing. When the Arts are taught in the art rooms and in outdoor spaces the teachers’ pedagogical practices are characterized by ‘weak’ classification and framing and they seem to tend towards the rules of an invisible pedagogical practice.

The impact of school space on primary education art teachers’ pedagogical practices: a Bernsteinian approach