Drawing with Light and Clay:
Teaching and Learning in the Art Studio as Pathways to Engagement
Constant Albertson
University of Maine, Orono
Miriam Davidson
Trent University School of Education and Professional Learning
Peterborough, ON, Canada
Citation: Albertson, C., & Davidson, M. (2007). Drawing with light and
clay: Teaching and learning in the art studio as pathways to engagement.
International Journal of Education & the Arts, 8(9), Retrieved [date]
from http://www.ijea.org/v8n9/.
Abstract
In this essay, Albertson and Davidson explore the attributes of
photography and ceramic arts education to identify eight key elements
integral to engagement in these art studios for under-served and
disenchanted learners. They suggest that these key elements can provide
numerous clues as to how teachers and school communities might reimagine
both their mission and approach to classroom practice. Through
this exploration, they relate literature on apprentice models of teaching
and learning, relational education, resiliency theory, and care in the
context of classroom practice to their experience and research into
teaching and learning in photography and ceramic arts. Albertson and
Davidson believe that what is good for the most vulnerable learners, is
good for others too, and by bringing these attributes to light, it is their
goal to illustrate some of the ways that all teachers might build pathways
to engagement for their own "tough audiences" in all subject areas.
This article is available in PDF format.
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