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ERIC Number: EJ943908
Record Type: Journal
Publication Date: 2011-Oct
Pages: 11
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-1476-8062
From the Saltmarsh and the Deershelter
Key, Paul
International Journal of Art & Design Education, v30 n3 p398-408 Oct 2011
When we think about approaches to teaching and learning in art and design education the diverse and complex role of the teacher soon becomes apparent. Teachers often find themselves working through situations which require them to shift between subject- and learner-centred approaches, where they negotiate authority and freedom in their teaching relationships. On closer inspection the tensions found in these negotiations reveal contradictions for teachers, where they try to do one thing but cannot avoid doing another. The article explores these perplexing and contradictory experiences as possible encounters where we can speculate about ourselves as teachers and discover powerful opportunities for learning. It aims to do this through the critical lens of Tubbs's (2005) "Philosophy of the teacher". Tubbs's analysis provides an opportunity to closely examine the tensions in teaching approaches, and proposes the possibility of their contradiction as educational. In addition, the article explores Henri Lefebvre's "moments of presence", suggesting that encounters in our lives, which appear to exist at the intersection of one thing and another, where we find ourselves experiencing a contradiction, offer exciting possibilities for teaching and learning. The article builds its ideas around landscape encounters, from the saltmarsh and the deer-shelter. It uses these encounters with landscapes to locate experiences of contradiction, and to work out how a teacher could respond.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A