New article recommendation: Negotiating teacher-artist identities: “Disturbance” through partnership

Ailbhe Kenny, our research group member from Mary Immaculate College, University of Ireland, has recently published a new article on the topic Negotiating teacher-artist identities: “Disturbance” through partnership in collaboration with colleague Dorothy Morrisey. They write in the abstract:

This article troubles the notion of “disturbance” in relation to teacher-artist identities within partnerships delivering arts education in schools. As such, a visiting artist/teaching artist entering an educational setting “alters” the space and forces the negotiation of professional (and personal) identities. These “disturbances” can be advantageous for schools, teachers, children, young people, broader communities as well as the artists themselves in offering key learning and development opportunities. Too often however, such partnerships lack critical debate and examination. This article offers findings from an in-depth teacher-artist partnership study in order to contribute perspectives on understanding how teacher-artist identities are negotiated so as to potentially transform policy and practice approaches to arts education in schools. The Irish government-supported partnership initiative involved a residential summer course, in-school work, as well as review days with six teacher-artist pairs over 22 months. Data was collected and analyzed from across interviews, reflective diaries, in-school observations and evaluations to illuminate the partners’ learning journeys and negotiated identities within the initiative. Thematic findings reveal three overarching themes relating to (re)forming, inhabiting and projecting identity. It was found that both teacher and artist skills, knowledge and understandings can complement each other successfully where meaningful, sustained partnerships are invested in. The significant value of a dialogical and relational approach within the partnership holds interesting insights for policymakers, schools, arts agencies, teachers, and artists to inform future arts education partnership initiatives and policy approaches.

A recommended read indeed! Please go to Taylor&Francis online and download the article from Arts Education Policy Review.

Student – teacher-artist collaborations: Developing multi-professional creative partnerships in schools

Welcome to an open research seminar with the research group Culture – Criticism – Community in Fyrrommet at HVL campus Kronstad, February 20th 2019 at 1300-1500.

About the seminar:

Arts-in- education projects and creative partnerships are included in children’s arts education within schools.  Such collaborations between artists and schools are often encouraged by politicians, and by many viewed as excellent opportunities for inspiring artistic experiences and encounters. However, as research tells us, such collaborations could also be very challenging and problematic from the perspectives of teachers and of arts education.

The purpose of the seminar is to explore multi-professional collaborations in schools, and connect this topic to teacher education: What are the challenges and possibilities surrounding such collaborations, and how can pre-service arts teachers be prepared to participate in such collaborations?

Program

1300-1415: What does research say about the possibilities and challenges of artist-teacher collaborations in school contexts?

  • Catharina Christophersen:  Introduction
  • Ailbhe Kenny: Teacher-Artist Partnerships as a model of continual professional development in Ireland.
  • Kari Holdhus & Jonas Romme: Functioning partnerships between schools and artists in dialogical art productions (The DiSko project)
  • Ingvild Digranes:  Professional dilemmas in the Cultural Rucksack
  • Ailbhe Kenny & Catharina Christophersen: Pathways and possibilities for Collaborations in Schools

1415-1500: What could a functioning artist-teacher partnership look like, and how could pre-service teachers be prepared to participate in future partnerships?

The discussion will include researchers, teacher educators, arts teachers and preservice arts teachers. Moderator: Silje Valde Onsrud.

Catharina Christophersen

Catharina Christophersen is professor of music education and principal investigator of the research project “Music Teacher Education for the Future” (FUTURED 2019-2022). She holds a PhD in music education from the Norwegian Academy of Music in Oslo. She has a background as a generalist music teacher in primary schools and has previously also taught in municipal schools of music and performing arts. She teaches and supervises music education students on undergraduate and graduate level. She has presented in international conferences and has published in international journals, volumes and books. Her research interests include music in schools, teacher education, creative partnerships, and popular music education.

Selected publications:

Havre, S., Väkevä, L., Christophersen, C. & Haugland, E. (2019). Playing to learn or learning to play? Playing Rocksmith to learn electric guitar and bass in Nordic music teacher education. British Journal of Music Education 36(1), pp. 21-32.

Christophersen, C. & Kenny, A.(eds) (2018). Musician-Teacher Collaborations: Altering the Chord. New York: Routledge.

Christophersen, C. (2017). Challenging music teacher education in Norway: Popular music and music teacher education. In Nielsen,S. G. & Varkøy, Ø: (eds). Educational Research in Music: Perspectives from Didaktik, Sociology and Philosophy. Oslo: Norwegian Academy of Music (pp.

Christophersen, C. & Gullberg, A.K (2017). Popular Music Education, Participation and Democracy: Some Nordic Perspectives. In G. D. Smith, Z. Moir, M. Brennan, P. Kirkman, & S. Rambarran, The Routledge Research Companion to Popular Music Education (pp. 425-438). Abingdon: Routledge.

Ferm Almqvist, C. & Christophersen, C. (2017). Inclusive arts education in two Scandinavian primary schools: a phenomenological case study. International Journal of Inclusive Education 21(5), pp. 463-474.

Ailbhe Kenny

Ailbhe Kenny (ph.d.) is a lecturer in music education at Mary Immaculate College – University of Limerick, Ireland. Her research interests include communities of musical practice, musical lives of children of asylum seekers, teacher/artist partnerships, arts education policy and curriculum, teacher education, music and arts governmental policy, formal and informal music education practices.