Teachers in Visual Arts classrooms regularly address the subject matter of artistry. However, the practices of teachers are themselves examples of artistry. A conception of teaching as artistry recognizes the complex and relational nature of teaching as a professional practice that develops over time. In exploring the artistry of teaching, this paper presents a relational framework for investigating teaching practice. The framework is used to investigate the potential impact of current educational reforms in Australia on the artistry of teaching. Discussion explores implications for the teaching profession, for secondary visual arts teaching and for initial teacher education.
|Number of pages||6|
|Journal||Australian Art Education|
|Issue number||Special Edition|
|Publication status||Published - 2010|