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The Shock of the New
Author(s) -
Payne Rachel
Publication year - 2020
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/jade.12317
Subject(s) - transformative learning , reflexivity , context (archaeology) , journaling file system , pedagogy , sociology , face (sociological concept) , social science , computer science , paleontology , data file , database , biology
Since 2017 I have examined the impact of shifting professional practices demonstrated by students of an Artist Teacher MA programme at an English university. Students repeatedly discuss the transformative nature of the course, and through an impact case study I have interrogated the conditions which enable profound changes to occur. Emerging findings indicate that pedagogies of uncertainty enacted within an inclusive community foster students' experiences of visibility, being heard and valued professionally. This resulting pedagogic context encourages students to take risks in a safe environment and supports them to build sustainable practices applicable to educational and artistic communities alike. In this article I argue that pedagogic conditions which enable these ways of being are just as crucial now, as we live through an extraordinary global crisis. I engaged in an autoethnographic analysis of how findings from the artist teacher impact case study can inform my current working conditions during the COVID‐19 pandemic. Through reflexive journaling and art practice I documented my experiences of transferring face‐to‐face content to remote learning platforms. In the process I consider what can be learnt from established artist teacher practices, communities and the values that underpin them whilst I support an online teaching and learning community. Crucially I am concerned with how the opportunities and challenges afforded through remote learning shape my professional practices, and the extent to which pedagogies of uncertainty evident in the artist teacher impact case study are borne out through remote working.