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Issues in Art and Design Teaching

Issues in Art and Design Teaching draws together a range of pedagogical and ethical
issues for trainee and newly qualified teachers of art and design, and their mentors
in art and design education. Arguing for a critical approach to the art and design
curriculum, the collection encourages students and teachers to consider and reflect
on issues in order that they can make reasoned and informed judgements about
their teaching of art and design.
Among the key issues addressed include:

● Challenging orthodoxies and exploring contemporary practices;

● Measuring artistic performance – art and design education and the assessment
debate;
● Art history and multicultural education;
● Research in art and design education;
● Transitions in art and design education: primary/secondary and secondary/
tertiary;
● The role of art and design in citizenship education.

Newly qualified and trainee teachers will find Issues in Art and Design Teaching
invaluable for its thoughtful and stimulating coverage of the central concerns in
this subject.

Nicholas Addison and Lesley Burgess are both lecturers in Art, Design and
Museology at the Institute of Education, University of London.
Issues in Subject Teaching series
Series edited by Susal Capel, Jon Davison,
James Arthur and John Moss

Other titles in the series:

Issues in English Teaching

Edited by Jon Davison and John Moss
Issues in Geography Teaching
Edited by Chris Fisher and Tony Binns
Issues in History Teaching
Edited by James Arthur and Robert Phillips
Issues in Physical Education Teaching
Edited by Sue Capel and Sue Pietrowski
Issues in Mathematics Teaching
Edited by Peter Gates
Issues in Modern Foreign Language Teaching
Edited by Kit Field
Issues in Music Teaching
Edited by Chris Philpott and Charles Plummeridge
Issues in Science Teaching
Edited by John Sears and Pete Sorensen
Issues in Teaching Using ICT
Edited by Marilyn Leask
Issues in Design and Technology Teaching
Edited by Su Sayers, Jim Morley and Bob Barnes
Issues in Religious Education
Edited by Lynne Broadbent and Alan Brown
Issues in Art and Design Teaching
Edited by Nicholas Addison and Lesley Burgess
Issues in Art and Design
Teaching

Edited by Nicholas Addison and

Lesley Burgess
First published 2003
by RoutledgeFalmer
11 New Fetter Lane, London EC4P 4EE
Simultaneously published in the USA and Canada
by RoutledgeFalmer
29 West 35th Street, New York, NY 10001
This edition published in the Taylor & Francis e-Library, 2003.
RoutledgeFalmer is an imprint of the Taylor & Francis Group
© 2003 Selection and editorial matter, Nicholas Addison and Lesley
Burgess; individual chapters, the contributors
All rights reserved. No part of this book may be reprinted or reproduced or
utilized in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested
ISBN 0-203-42281-3 Master e-book ISBN

ISBN 0-203-42462-X (Adobe eReader Format)

ISBN 0-415-26668-8 (hbk)
ISBN 0-415-26669-6 (pbk)
Find comprehensive test banks and solution manuals right now
at [Link]
Contents

List of figures viii

Notes on contributors ix
Introduction to the series xv

Introduction: core debates and issues 1

N I C H O L A S A D D I S O N AND L E S L E Y B U R G E S S

PART 1
Transitions and shifts in teaching and learning 5

Paradigm shifts 7

1 Recent shifts in US art education 8

KERRY FREEDMAN

2 Art and design in the UK: the theory gap 19

JOHN STEERS

Cross-phase transitions 31

3 Changing places? 32
ROY PRENTICE

4 In and out of place: cleansing rites in art education 39

CLAIRE ROBINS

PART 2
Curriculum issues 49

Research in art education 51

vi Contents
5 Concerns and aspirations for qualitative research in the new
millennium 52
ELLIOT EISNER

6 Productive tensions: residencies in research 61

NICHOLAS ADDISON

Interdisciplinarity 73

7 The role of language within a multimodal curriculum 74

ANTON FRANKS

8 The role of art and design in citizenship education 84

RICHARD HICKMAN

9 Thinking out of the box: developments in specialist art and design

teacher education and ICT 90
TOM DAVIES AND PETE WORRALL

10 Does visual literacy demand a head for heights? 98

DAVE ALLEN

Doubts and fears 107

11 Monsters in the playground: including contemporary art 108

LESLEY BURGESS

12 Iconoscepticism: the value of images in education 122

NICHOLAS ADDISON

13 Measuring artistic performance: the assessment debate and

art education 134
DAVID HULKS

The principle of collaboration 143

14 Temporary residencies: student interventions in the gallery 144

KATE SCHOFIELD

15 Creative partnerships or more of the same? Moving beyond

‘it reminds me of . . .’ 151
NEIL HALL AND PAM MEECHAM
 Contents vii
16 Challenging orthodoxies through partnership: PGCE students as
agents of change 158
NICHOLAS ADDISON AND LESLEY BURGESS

PART 3
Towards an ethical pedagogy 165

17 Do hope and critical pedagogy matter under the reign of

neoliberalism? 167
HENRY A. GIROUX

18 Loaded canons 178

TOM GRETTON

19 Forming teacher identities in initial teacher education 188

DENNIS ATKINSON

20 Reflections on multicultural art history 199

GEN DOY

References 211
Index 225
Figures

11.1 Monster 118

14.1 Mrs Soane plays Twister with her sons 149
16.1 The Destroyer 161
16.2 ‘I can’t draw either’ 162
20.1 Sweetness and Light 205
20.2 Tagging the Other 206
20.3 Attitude 208
Contributors

Nicholas Addison is a lecturer in art, design and museology at the Institute of

Education, University of London and teaches on the PGCE (postgraduate
certificate of education), MA and EdD courses. For sixteen years he taught art
and design and art history at a comprehensive school and a sixth form college in
London. He has lectured in art history on BA courses and is chair of the
Association of Art Historians Schools Group. He co-edited with Lesley Burgess
Learning to Teach Art and Design in the Secondary School (RoutledgeFalmer
2000). His educational research investigates the place of interpretation in the
art and design curriculum: he has recently directed an Arts and Humanities
Research Board (AHRB)-funded research project, Art Critics and Art
Historians in Schools.
Dave Allen lectures in the School of Computer Sciences and Mathematics,
Portsmouth University. Since 1998 he has been the external examiner for the
MA in Art and Design in education at the Institute of Education, University of
London and is currently the external examiner for the part-time PGCE 14–19
Art and Design course. He began his professional life as an art and design
teacher in secondary schools although he really wanted to be a musician (and
before that a cricketer). He no longer has any formal involvement in teaching
art and design: it feels like a country he once inhabited which gave him many
good friends and an enormous number of stimulating and important experiences
but was ultimately too restrictive and frustrating. Now he has moved to a foreign
country called computer science. The natives are delightful and they get on
very well, although they are often as mystified by him as he is by them (and
their strange machines). He now teaches the course which is closest to his
epistemological, technical, aesthetic and pedagogical interests – it’s called
entertainment technology – so he is unlikely to come home. At least there is still
cricket.
Dennis Atkinson is a senior lecturer in the Department of Educational Studies,
Goldsmiths University of London. He taught for seventeen years in secondary
school and was head of art for twelve years. He gained his PhD from the
University of Southampton in 1988. He was course leader for the PGCE art and
design secondary course at Goldsmiths for ten years and still contributes to this
Explore the resources at [Link] including
test banks, solution manuals, and more.
x Contributors
programme. He is MA tutor for modules in art and design, visual culture and
culture pedagogy and curriculum, and also supervises MPhil and PhD research
students. His research interests include art and design in education and initial
teacher education. He has a particular interest in employing hermeneutic, post-
structural and psychoanalytic theory to explore the formation of pedagogised
identities and practices within educational contexts. He is currently principal
editor of the International Journal of Art and Design Education and has published
regularly in academic journals since 1991. His forthcoming book, Art in
Education: Identity and Practice, is published by Kluwer Academic Press.
Lesley Burgess is a lecturer in art, design and museology at the Institute of
Education, University of London. She is course leader for the PGCE course in
art and design and teaches on two MA courses in Art and Design in education
and museums and galleries in education; between 1992 and 2001 she was co-
director of the Artists in Schools Training Programme. Before moving to the
Institute in 1990 she taught for fifteen years in London comprehensive schools.
She is a member of the Teacher Education Board for the National Society for
Education in Art and Design (NSEAD) and is a trustee of Camden Arts Centre.
She co-edited with Nicholas Addison Learning to Teach Art and Design in the
Secondary School (RoutledgeFalmer 2000). Her main research interests are
curriculum development and resource-based learning and contemporary art and
artists in education. She has recently co-directed with the Victoria and Albert
Museum a DfEE-funded research project Creative Connections.
Tom Davies is head of the School of Art and Design Education, Birmingham
Institute of Art and Design (BIAD), University of Central England, Birming-
ham. He is also chair of Art and Design Research Group (BIAD); director of
Initial Teacher Education: Postgraduate Teacher Training – Qualified Teachers
Status (QTS); founder member of the Teacher Education Board for NSEAD;
member of the Advisers and Art Inspectors for Art and Design (AAIAD);
adviser to HMI/Ofsted, Teacher Education Agency (TTA), Qualifications and
Curriculum Authority (QCA) and a Fellow of the Royal Society of Arts
(FRSA).
Gen Doy is professor and reader in the history and theory of visual culture at De
Montfort University, formerly Leicester Polytechnic. She writes on and teaches
issues concerning class, gender and ‘race’ in relation to visual culture. Her books
include: Materializing Art History (Berg 1998), Black Visual Culture: Modernity
and Postmodernity (I. B. Tauris 2000) and, most recently, Drapery: Classicism and
Barbarism in Visual Culture (I. B. Tauris 2002).
Elliot Eisner is the Lee Jacks Professor and professor of art and education at
Stanford University, California and is widely known for his scholarship in three
fields: arts education, curriculum studies and qualitative research methodology.
His research interests focus on the ways that the arts expand awareness and
advance human understanding, and the improvement of school as educative
institutions. He has published many books and received numerous awards for his
 Contributors xi
work in the USA and elsewhere. His commitment to arts education is reflected
in numerous prestigious awards, and his serving on a number of influential
bodies and acting as president of the National Art Education Association, the
International Society for Education through Art, and the American
Educational Research Association. He is president of the John Dewey Society.
Anton Franks was a teacher of drama and English in London schools and now
teaches, researches and writes on drama and English in education at the
Institute of Education, University of London. Recent publications include
‘Lessons from Brecht’ written with Ken Jones in Research in Drama Education,
4(2), ‘Drama, Desire and Schooling’ in Changing English, 4(1) and ‘The Meaning
of Action in Learning and Teaching’ in British Educational Research Journal,
27(2).
Kerry Freedman is a professor of art education at Northern Illinois University
(NIU). She recently moved to NIU after teaching for fifteen years at the
University of Minnesota. She received her PhD in curriculum and instruction in
1985 from the University of Wisconsin-Madison. She has taught art at all levels
and for over twenty-five years. Her research concerns the relationship of
curriculum to technology and culture. Recently, she has particularly focused on
questions concerning student engagement with visual culture and the post-
modern conditions of education. She is on several editorial boards, including the
Journal of Art and Design Education, and is the incoming senior editor of Studies in
Art Education. She is member of the Council for Policy Studies in Art Education
and a distinguished fellow of the National Art Education Association. She
currently has a book in press with Teachers College Press titled Teaching Visual
Culture.
Henry A. Giroux holds the Waterbury Chair Professorship at Pennsylvania State
University and is the Director of the Waterbury Forum in Education and
Cultural Studies. His most recent books include: Fugitive Cultures: Race,
Violence and Youth (Routledge 1996), Channel Surfing: Race Talk and the
Destruction of Today’s Youth (St Martin’s Press 1997), Pedagogy and the Politics of
Hope (Westview 1997), The Mouse that Roared: Disney and the End of Innocence
(Rowman and Littlefield 1999) and Stealing Innocence: Youth, Corporate Power,
and Cultural Politics (St Martin’s Press 2000).
Tom Gretton is senior lecturer in the Department of History of Art, University
College London. He has recently published essays on the relationship between
fine art and illustrated magazine pictures in late-nineteenth-century France and
is completing a book on the images made by José Guadalupe Posada, a ‘popular’
printmaker, in Mexico in the generation before the Mexican revolution of
1910–17. In 2000–1 he was chair of the group that wrote the QAA Bench-
marking Statement for History of Art, Architecture and Design.
Neil Hall is presently Director of Research, School of Education and Training,
University of Greenwich, London. His interest in art is that of an informed
xii Contributors
amateur, but relates also to his belief that mathematics provides a powerful tool
for understanding and explaining the world: art is a highly mathematical
medium. His research, though, is more often concerned with the cognitive
processes associated with learning school-level mathematics, and the use of
information technologies to support learning.
Richard Hickman is senior lecturer in education at the University of Cambridge.
He has coordinated the PGCE art and design course at Cambridge since 1997
when he moved from the School of Education, University of Reading. His
secondary art teaching career began in Leicester and subsequently in
Leicestershire and Berkshire. He has been actively involved in the training
of art teachers since 1985, at the University of Reading, National Institute
of Education (Nanyang Technological University), Singapore, and Faculty of
Education, University of Cambridge. He has exhibited widely and is editor
of Art Education 11–18: Meaning, Purpose and Direction (Continuum).
David Hulks is an independent art historian with a strong interest in art education
in England and Wales. He first worked in Hertfordshire schools as an art and
design teacher then progressed to curriculum management in further education
colleges in London and Bristol. He has recently completed a PhD in art history at
the University of Reading and is currently engaged in research for the Henry
Moore Institute.
Pam Meecham is research tutor in the School of Arts and Humanities, Institute of
Education, University of London, with special interest in art and design
education and museum studies. She writes on art history and has co-authored
with Julie Sheldon, Modern Art: A Critical Introduction (Routledge 2000). Her
PhD was on US art history in the 1950s.
Roy Prentice is head of art, design and museology at the Institute of Education,
University of London. Formerly he was the art adviser for East Sussex Education
Authority and a teacher of art and design in London. Currently he is responsible
for the Institute’s MA programme in the fields of art and design and museum and
gallery education. He has gained wide experience as an art and design educator
working with children, teachers, student-teachers, research students and
museums and gallery staff. His main research interest is the role of practical
studio-based work in art and design in the training of teachers. He is a practising
painter.
Claire Robins is a part-time lecturer in art, design and museology at the Institute of
Education, University of London. She is a PGCE tutor and the artefacts module
tutor for the MA in museums and galleries in education. She also teaches on the
foundation course at Camberwell College of Arts. She has worked extensively in
further education, teaching both contextual studies and studio practice. Her
research interests are contemporary theory and practice and their assimilation
into educational contexts. Since 2000 she has been working on a DfEE-funded
research that investigates art and design teachers’ use of museums and galleries
as a learning resource.
 Contributors xiii

Kate Schofield has been working since April 2001 as a freelance tutor in art, design
and museology and as principal examiner for the new AS and A2 examination;
she is a consultant for QCA. Prior to April 2001 she was a part-time lecturer in
art, design and museology at the Institute of Education, University of London
working as a PGCE art and design tutor and an MA module tutor on the MA in
museums and galleries in education. After training as a textile designer, she
gained extensive teaching experience in further education in Nottinghamshire
before studying for an MA degree at the University of London.
John Steers was appointed general secretary of the National Society for Art
Education (now NSEAD) in 1981 after fourteen years teaching art and design in
secondary schools in London and Bristol. He was the 1993–6 president of the
International Society for Education through Art and served on its executive
committee in several capacities between 1983 and 1999. He has served on many
national committees and as a consultant to government agencies including the
QCA. He is a trustee of the Higher Education in Art and Design Trust and the
chair of the Trustees of the National Arts Education Archive, Bretton Hall. He
is also a senior research fellow at the University of Surrey Roehampton, London.
Pete Worrall is a senior lecturer and ICT coordinator at the Birmingham Institute
of Art and Design, University of Central England, Birmingham. He is also a
member of the Advisers and Art Inspectors for Art and Design, founder member
(AAIAD) New Media Group; first chair of Teacher Education Board, NSEAD;
Art and Design Development in Information and Communications
Technologies (ADDICT); UK Representative in Virtual School Art Depart-
ment (EUN) coordination group; Curriculum Consultancy Group Member,
BECTa; Steering Group Member for Creation Project (Special Needs and ICT)
Wolverhampton Museum and Art Gallery and a board member of International
Advisory Board for Child Art Foundation, USA.
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