Moving mindsets: re-conceptualising the place of visual culture as multi-sensory culture in primary art education

Rebecca Heaton

Research output: Contribution to journalArticleResearchpeer-review

Abstract

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.
Original languageEnglish
Article number1
Pages (from-to)77-96
Number of pages20
JournalCanadian Review of Art Education
Volume41
Issue number1
Publication statusPublished - 3 Mar 2014

Fingerprint

art education
art
primary education
intuition
teacher training
pupil
curriculum
student

Keywords

  • Art education
  • primary education
  • art
  • educational research
  • teaching

Cite this

@article{b02e6c70a3684279be37b76fa9d7c0c7,
title = "Moving mindsets: re-conceptualising the place of visual culture as multi-sensory culture in primary art education",
abstract = "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.",
keywords = "Art education, primary education, art, educational research, teaching",
author = "Rebecca Heaton",
year = "2014",
month = "3",
day = "3",
language = "English",
volume = "41",
pages = "77--96",
journal = "Canadian Review of Art Education",
issn = "0384-1839",
number = "1",

}

Moving mindsets: re-conceptualising the place of visual culture as multi-sensory culture in primary art education. / Heaton, Rebecca.

In: Canadian Review of Art Education, Vol. 41, No. 1, 1, 03.03.2014, p. 77-96.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Moving mindsets: re-conceptualising the place of visual culture as multi-sensory culture in primary art education

AU - Heaton, Rebecca

PY - 2014/3/3

Y1 - 2014/3/3

N2 - 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.

AB - 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.

KW - Art education

KW - primary education

KW - art

KW - educational research

KW - teaching

UR - http://nectar.northampton.ac.uk/id/eprint/9654

M3 - Article

VL - 41

SP - 77

EP - 96

JO - Canadian Review of Art Education

JF - Canadian Review of Art Education

SN - 0384-1839

IS - 1

M1 - 1

ER -