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.

Moments from the open seminar arranged by Culture, Criticism, Community 20th February 2019

The open seminar Student – teacher-artist collaborations: Developing multi-professional creative partnerships in schools was arranged by the CCC research group 20th February 2019 at Western Norway University of Applied Sciences, campus Bergen. Here are some moments from the seminar. You find the whole program under News in this blog.

Ailbhe Kenny is sharing her experiences from a teacher-artist collaboration project in Ireland.
Jonas Cisar Romme and Kari Holdhus are sharing experiences from the Disko project at Stord, Norway.
Panel discussion with the audience moderated by Silje Valde Onsrud. In the audience there were teachers from schools, artists, researchers in the arts and people administering the Cultural Rucksack in Western Norway, funding artistic projects for schools.

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.