| Volume 25 Number 22 | November 15, 2024 |
(Re)envisioning Online Arts Education Content Delivery in Initial Teacher Preparation Through Collective A/r/tographic Inquiry
Katie Burke
University of Southern Queensland, Australia
Sian Chapman
Murdoch University, Australia
Susan Chapman
Queensland University of Technology, Australia
Peter J. Cook
University of Southern Queensland, Australia
Katie Hotko
Southern Cross University, Australia
Michelle Ludecke
Monash University, Australia
Amy Mortimer
University of Sunshine Coast, Australia
Citation: Burke, K., Chapman, S., Chapman, S., Cook, P.J., Hotko, K., Ludecke, M., Mortimer, A. (2024). (Re)envisioning online arts education content delivery in initial teacher preparation through collective a/r/tographic inquiry. International Journal of Education & the Arts, 25(22). http://doi.org/10.26209/ijea25n22
Abstract
The rise of online arts education content delivery has created challenges for arts educators in Initial Teacher Preparation (ITP). Consequently, educators in various arts disciplines across Australia have been regularly meeting online to share, explore and experiment with ITP arts learning practices with the aim of establishing authentic learning and assessment. However, as Eisner reminds us, one must first be an artist if we wish to develop aesthetic dispositions, creativity, and artistry within our teachers and their students. We thus considered our arts ITP teaching from an a/r/tographic perspective, interconnecting the work of each of us as artist, teacher, and researcher and their intersections. This paper shares the processes and theorizations of our two-year a/r/tographic inquiry. It reveals the potential for collective a/r/tographic inquiry as not only a valuable means of engaging in educational research for initial teacher preparation, but as bespoke online pedagogical practice for meaningful arts praxis.
