Art, artists and pedagogy : philosophy and the arts in education

Cover
Half Title
Endorsement
Title Page
Copyright Page
Dedication
Table of contents
Preface
Acknowledgements
List of Contributors
1 Philosophy and pedagogy in arts education
	Introduction
	Deleuze and Guattari: curriculum and affect
	Conclusion
	References
2 What if?: Art education beyond expression and creativity
	Introduction: what was that all about?
	Art in the picture, a mixed blessing?
	What if? From expression to education
	Existing as subject: resistance and dialogue
	Art, dialogue and education: towards grown-up existence
	In conclusion
	Notes
	References
3 Dicing the meat: Bacon in the middle of an arts-based sandwich
	Introduction
	What is the meat?
	Conventional arts-based school practice: What can be done?
	Conclusion
	Note
	References
4 Artists, presence and the gift of being unteacherly
	Introduction
	From the what to the how of artists in schools
	The presence of the artist
	Re-roling the artist-in-residence
	Interruptions and coming into presence
	Artistry leading reform?
	Further unfolding
	References
5 The implications of ‘percepts, affects and concepts’ for arts educators
	Introduction
	Deleuze, Guattari and desire
	Percepts
	Affects
	Concepts
	Conclusion
	References
6 Jazz departures: Sustaining a pedagogy of improvisation
	Introduction
	Jazz and a pedagogy of improvisation
	The free jazz ensemble
	Overcoding and middle ground
	Musical rhizomes
	A pedagogy of improvisation as educational space
	Note
	References
7 Bodily connectedness in motion: A philosophy on intercorporeity and the art of dance in education
	Introduction
	On the possibility of intercorporeity
	Intercorporeity as sharing material bodies in the art of dance
	Sharing material and felt bodies in the art of dance
	Significance for the educational task
	References
8 Thinking school curriculum through Country with Deleuze and Whitehead: A process-based synthesis
	Introduction
	A philosophical framework for curriculum change
	An Aboriginal onto-epistemology through art
	A mud map of Country (as flat ontology)
	Country and capitalism
	‘Me Myself and I’: ontology
	Process structure for re-thinking curriculum
	‘Finding and knowing place of self and others in Country’: a practical methodology
	Conclusion(s)
	Note
	References
9 From the artist to the  cosmic artisan: The educational task for art in anthropogenic times
	Post-truth
	The cosmic artisan
	The contemporary posthuman artisan
	References
10 Towards ‘grown-up-ness in the world’ through the Arts as critical, quality pedagogy
	Introduction
	Approaching the world in a ‘grown-up’ way … towards empathy
	Wide-awakeness and the poetic and social imagination
	The potential role of the Arts in learning
	Drama as critical, quality pedagogy
	The School Drama programme: a brief outline
	Exemplar: The Duck and the Darkling (Millard and King, 2014)
	Exemplar: The Burnt Stick (Hill, 1994): the development of empathy
	Conclusion
	References
11 Authentic teaching assessment in graduate teacher education: Becomings of pedagogical artistry and leadership
	Introduction
	Teacher education and its task
	The case of one authentic teaching assessment
	Foregrounding negotiation in pedagogical artistry
	Acknowledgement
	Note
	References
12 Beyond belief: Visionary cinema, becoming imperceptible and pedagogical resistance
	Introduction
	The visionary power of cinema
	Dissident subjective vectors
	Refusal and pedagogical resistance at the end of a world
	Endurance, sustainability, and becoming-imperceptible
	Coda: unthought futures
	Note
	References
13 Flight from flight: Composing a pedagogy of affect
	One
	Two
	Three
	Creating teaching: moving, dancing, learning, producing desiring-stutters …
	Four
	Acknowledgement
	References
14 Weak subjects: On art’s art of forgetting—an interview with John Baldacchino by Gert Biesta
	References
15 Walking the museum: Art, artists and pedagogy reconsidered
	Introduction
	‘Walk this way’
	‘Every picture tells a story’
	‘Stuck in the middle with you’
	‘Art for art’s sake’
	Teaching for the possibility of being taught: the question of pedagogy
	‘The end’
	Notes
	References
Index