Patrick, Pauline (2014) Into the light: modelling artistic practices in schools. Ed.D thesis. http://theses.gla.ac.uk/5683/ Copyright and moral rights for this thesis are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Glasgow Theses Service http://theses.gla.ac.uk/
[email protected] INTO THE LIGHT: MODELLING ARTISTIC PRACTICES IN SCHOOLS PAULINE PATRICK SEPTEMBER 2014 SUBMITTED IN FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTORATE IN EDUCATION (EdD) SCHOOL OF EDUCATION COLLEGE OF SOCIAL SCIENCES UNIVERSITY OF GLASGOW SUBMITTED TO THE LIBRARY OF THE UNIVERSITY OF GLASGOW SEPTEMBER 2014 INTO THE LIGHT ABSTRACT There is a recognised tension between the different roles that teachers of art in secondary schools are required to adopt in the course of their careers. This study explores the hypothesis that a teacher who continues to practice art is better able to model artistic practices for pupils and that this is a valuable factor which argues in favour of teacher/artists continuing to practice both professions simultaneously. This issue is approached first of all through the author’s own experiences as an artist and art teacher, then through a literature review which covers the place of art in the curriculum, the Artist Teacher Scheme (ATS), the gap which is perceived to exist between so-called ‘school art’ and contemporary art, the making process, constructivist learning theories, the artist’s identity and the teacher’s identity.