Lighting Fires on the Beach: Learning in Art Galleries in New Zealand

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Lighting Fires on the Beach: Learning in Art Galleries in New Zealand Lighting Fires on the Beach: Learning in Art Galleries in New Zealand Esther Helen McNaughton A thesis presented in partial fulfilment of the requirements for the Degree of Doctor of Philosophy in Education ____________________________ UNIVERSITY OF CANTERBURY 2019 For my father Howard Douglas McNaughton whose enduring dedication to scholarship has inspired me to pursue my own academic journey. Acknowledgements My heartfelt thanks to all the participants for their huge contribution to this research, generously sharing their perspectives and time. Without their support it would not have been possible. Over the period of 2016–2019 almost all gallery educators in New Zealand contributed in some way. The interest and commitment shown has helped me to appreciate the value of the project. Most particularly I would like express my gratitude to the case study participants who worked with me in an ongoing way, always helpful despite their busy schedules. Thank you for welcoming me into your galleries, sharing your practice and taking the time to talk with me regularly. The supervision team for my PhD was superlative and I am deeply grateful to Prof Janinka Greenwood, who provided her vast experience and wisdom, and Dr Joanna Cobley, especially for her fastidious attention to detail. I was extremely lucky to have had such a team guiding me. Besides my supervisors I would also like to thank Ian Bowell for meeting with me on several occasions, offering his insight and expertise in the area of art education. My time at the University of Canterbury was enriched by the wonderful community of doctoral students from the Research Laboratory for Creativity and Change. As a distance student I was always welcomed warmly, and I value the range of perspectives they provided the project. I also gratefully acknowledge the funding received towards my PhD from the William and Ina Cartwright Scholarship, and the University of Canterbury. A special thanks go to my family. During the process of my doctoral research I have had much support and encouragement from them. In particular I am grateful to Barbara Strang and Christina Stachurski, who read my draft and provided their respective insights. I would like to thank my gallery, The Suter Art Gallery te Aratoi o Whakatū, and specifically its director Julie Catchpole who has been very supportive throughout the process. Finally I would like to thank the art galleries who hosted me and allowed me to study the practice of their educators. I am also grateful to the gallery professionals who gave me invaluable assistance with the broader aspects of my PhD project, such as gaining permission to use images. They were, without exception, friendly and helpful with all my requests. i Abstract This national study examined New Zealand art gallery educators’ views on how they facilitate children’s thinking through interaction with visual arts during school trips. It was comprised of a comprehensive overview by survey and six practitioner case studies providing in-depth understandings. These were followed by two focus groups which helped to make sense of the findings. The purpose of the study was to demonstrate the special character of the field. As insider research, the researcher was also a gallery educator, and this reinforced her connection with the participants. Through this collaborative approach New Zealand art gallery educators were able to ask themselves what the important things are that they add to student learning. The main purpose of the research design was as a tool to enable this investigation, however a secondary consideration in its development was the enhancement of bonds within the research population. Its socio-constructivist approach enabled knowledge development within this community of practice, counteracting cited isolation and lack of professional development. The research was intended to indicate possible future directions for the group. Four main influences were seen to give art gallery education in New Zealand a distinct flavour: firstly, Learning Experiences Outside the Classroom (LEOTC) governmental funding, with its particular performance criteria; secondly, the fact that New Zealand art galleries are cultural institutions which operate within a constitutionally bi-cultural nation; thirdly, New Zealand art galleries are often situated in small, regional cities, and fourthly, that students are generally taught by professional educators rather than docents. Despite many participants citing isolation, a coherent praxis was demonstrated across New Zealand. This occurred within public art galleries, which are cultural institutions of local communities. These often memorable settings themselves were seen to activate students’ learning. The results demonstrate a specific national pedagogy, where student-centred learning using authentic artworks in the gallery context inspires thinking and creating, particularly around cultural identity and other significant themes. In particular nine recurring themes of art gallery education in New Zealand emerged which flowed throughout the study: Developing Ideas in Art; Engagement: The Senses, Motivation, Emotions and Prior Experience; Artmaking; Flexibility; Collaboration; Communication; Mediation; Belonging, Ownership and Community; and Professionalism. Compared to in-school education, gallery educators believed they were freer to use flexible approaches, and to cover significant subject matter relating to society, communities and the individual students themselves. In particular they stressed democratic learning and believed empowerment to be beneficial for their students, essentially creating engaged citizens able to actively express themselves. This research shows how art education can have a role in developing collective understandings which are of ultimate benefit to society. ii Table of Contents Acknowledgements .................................................................................................................................. i Abstract ................................................................................................................................................... ii Table of Contents ................................................................................................................................... iii List of Figures ......................................................................................................................................... v List of Tables ........................................................................................................................................ vii Terms ................................................................................................................................................... viii Glossary of Māori Terms ..................................................................................................................... viii List of Abbreviations ........................................................................................................................... viii Chapter One: Introduction .................................................................................................................. 1 Situating the Research: Themes from the Literature........................................................................... 1 The New Zealand Perspective ............................................................................................................ 6 Summary of the Introductory Literature ........................................................................................... 12 The Shape of the Thesis .................................................................................................................... 13 Chapter Two: Methodology ............................................................................................................... 15 Introduction ....................................................................................................................................... 15 Research Questions ........................................................................................................................... 16 Conceptual Framework of the Methodology .................................................................................... 17 Six Methodological Frameworks which Influenced the Research .................................................... 18 Theoretical Prior Assumptions.......................................................................................................... 24 The Role of the Researcher ............................................................................................................... 24 Ethics ................................................................................................................................................ 24 Overview of the Method ................................................................................................................... 26 Survey Methodology ......................................................................................................................... 27 Case Study Methodology .................................................................................................................. 35 Focus Group Methodology ............................................................................................................... 42 Summary ..........................................................................................................................................
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