Sharing mindfulness: a moral practice for artist teachers

Rebecca Heaton, Alice Crumpler

Research output: Contribution to JournalArticle

Abstract

By exploring changemaker principles as a component of social justice art education this research informed article exemplifies how moral consciousness and responsibility can be developed when training artist teachers. It embeds changemaker philosophy in the higher education art curriculum and demonstrates how this can create ruptures and ripples into educational pedagogy at the school level. A sociocultural qualitative methodology, that employs questionnaires, the visual and a focus group as methods, is used to reveal three lenses on student perceptions of the changemaker principle. The dissemination of these perceptions and sharing of active art experiences communicate how engagement with the concept of changemaker in art education can deepen the cognitive growth of learners, whilst facilitating an understanding of and involvement in interculturality.
Original languageEnglish
JournalInternational Journal of Education and the Arts
Volume18
Issue number26
Early online date25 Jun 2017
Publication statusE-pub ahead of print - 25 Jun 2017

Fingerprint

art education
artist
teacher
art experience
cross-culturality
social justice
consciousness
curriculum
responsibility
questionnaire
methodology
school
Group
student

Keywords

  • Mindfulness
  • Art
  • Teaching

Cite this

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Sharing mindfulness: a moral practice for artist teachers. / Heaton, Rebecca; Crumpler, Alice.

In: International Journal of Education and the Arts, Vol. 18, No. 26, 25.06.2017.

Research output: Contribution to JournalArticle

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AU - Crumpler, Alice

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AB - By exploring changemaker principles as a component of social justice art education this research informed article exemplifies how moral consciousness and responsibility can be developed when training artist teachers. It embeds changemaker philosophy in the higher education art curriculum and demonstrates how this can create ruptures and ripples into educational pedagogy at the school level. A sociocultural qualitative methodology, that employs questionnaires, the visual and a focus group as methods, is used to reveal three lenses on student perceptions of the changemaker principle. The dissemination of these perceptions and sharing of active art experiences communicate how engagement with the concept of changemaker in art education can deepen the cognitive growth of learners, whilst facilitating an understanding of and involvement in interculturality.

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