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The Artist‐Teacher in the Classroom and Changes in the Teacher–Student Relationship, with Reference to the Issue of Censorship
Author(s) -
Stanhope Clare
Publication year - 2011
Publication title -
international journal of art and design education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 25
eISSN - 1476-8070
pISSN - 1476-8062
DOI - 10.1111/j.1476-8070.2011.01723.x
Subject(s) - censorship , context (archaeology) , inclusion (mineral) , pedagogy , politics , sociology , work (physics) , mathematics education , psychology , political science , social science , engineering , mechanical engineering , paleontology , law , biology
This article examines a case study of an A‐Level student's work and how the inclusion and integration of my own practice as artist‐teacher into the classroom has changed the teacher‐student relationship, resulting in a more collaborative environment. It investigates how the mutual sharing of practice supports opportunities for pupils to discuss and investigate socially provocative issues and raises the issues of censorship. Through the case study the following questions will be addressed: how a collaborative classroom environment impacts on process and outcomes; the effect of discussing social/ political/ cultural issues within the art and design classroom; and the issues of censorship and ownership within the environment of a comprehensive secondary school context.