A re-conceptualisation of the place of visual culture in primary art education is presented in this article, in which a case study serves as a site of multi-sensory culture in art education. This vision supports an approach where art is led by intuition, where pupils are responsive to world change and where students embrace their voice to express their ideas as part of art practice. Through research embedded in a sensory context, I explore ways to realign art pedagogy and curriculum practice with contemporary culture. The implications of this practice are discussed and the possibilities for primary art to be envisioned in different ways within both teacher training and primary education are identified.
|Number of pages||20|
|Journal||Canadian Review of Art Education|
|Publication status||Published - 3 Mar 2014|
- Art education
- primary education
- educational research