Visual Arts & Design 7-12

Personal Reflection

Whilst reflecting on the role the Visual Arts and Design partake in the present lives of secondary students, it was evident the skills that are fostered in creativity and innovation, divergent thinking and excogitation, working collaboratively and reflexive practice, support a strong foundation for students to excel in all sectors of their education. These aptitudes are key in order for students to prosper and engage in an ever-changing, intricate and dynamic world that is manipulated by globalisation and evolving digital technology (Benade, 2015). Students in contemporary classrooms yearn to be challenged and stimulated in their learning. They are eager to build skills in critical thinking and work creatively with others to implement innovations through technology and problem solving (Crockett & Churches, 2016). Visual Arts and Design educators are growing attentive to the vast response that students have newfound expectations to be equipped with the skills to adapt and be innovative throughout their learning. 

In order to knowledgably evaluate the true role of Visual Arts and Design in contemporary education as a reflective practitioner and arts-based researcher, I must first consider how I can personally alter the way in which Art education is embraced and approached within my teaching. Through this, I will be able to fully evaluate the notion that I can activate, advance, design, model and assist students’ learning whilst adopting critical reflective practice. Whilst teaching contemporary Visual Arts and Design, I have the potential to shape the way in which practice is discussed in the classroom and select content that will have a direct impact on students (O’Donoghue, 2015).

Through adopting explicit content whilst expanding experiences that can be explored, utilising technology and embracing new literature, I am able to foster a learning environment that encourages curiosity and the opportunity for students to freely investigate within their practice. Embodying a classroom that is cultivated through the use of inquiry-based learning is key to constant adaptation and student growth. This further allows for myself to be positioned, not only as an educator, but also a learner, arts-based practitioner and researcher within my day to day involvements in the classroom and whilst embracing professional development.

Complexities that may be faced whilst adopting this position include embracing reflection and limiting my thinking or findings whilst in a controlled schooling environment. It can be assumed that whilst immersed within these organised bodies of education, it would be predictable to descent into a state of narrowed thinking, limiting my thoughts to planning or outcomes that must be achieved in order to abide by department policy and expectations (Benade, 2015). The suppressing ideology of Australian and global education bodies possessed by standardised testing overpowers the gentle, thought essence of slow scholarship and an environment that upholds curiosity, experimentation and critical thinking (Lasczik Cutcher & Irwin, 2017). This revelation, in turn, also limits the ability for true reflective practice and the capacity to fully foster twenty-first century skills.

Therefore, in order to wholly support engaging learning experiences for students in a dynamic world manipulated by globalisation and evolving digital technology (Benade, 2015), it is key that I can remain a reflective practitioner and arts-based researcher who promotes twenty-first century skills. I must uphold these practices regardless of suppressing policies and structures implemented by institutions, and in turn, attempt to slowly implement change that is fuelled through pedagogical practice that is the result of reflection.

References

Benade, L. (2015). Teachers’ Critical Reflective Practice in the Context of Twenty-First Century Learning. Open Review Of Educational Research, 2(1), 42–54.

Crockett, L. W., & Churches, A. (2016). Mindful assessment: The 6 essential fluencies of innovative learning (Teaching 21st century skills to modern learners). Bloomington. IN: Solution Tree. 

Lasczik Cutcher, L., & Irwin, R. L. (2017). Walkings-through paint: A c/a/r/tography of slow scholarship. Journal of Curriculum and Pedagogy, 1–9.

O’Donoghue, D. (2015). The Turn to Experience in Contemporary Art: A Potentiality for Thinking Art Education Differently. Studies in Art Education, 56(2), 103–113.