Abstract:
In the UNESCO Observatory of Arts Education, University of Melbourne is a purpose built, multi-award winning, multi-disciplinary arts education studio called studioFive. Here I practice alongside becoming secondary art and design teachers as they develop their pedagogical knowledge through doing, knowing and being. With each new cohort of becoming teachers we recruit new participants of graduates to join our TAP professional learning community (PLC). As a PLC, we mentor our practitioner early career artist-teachers in a variety of ways to support their first years in schools post-graduation.
This practice informed research is a living inquiry; a PLC of practitioner educators who are united by a belief in practice-led pedagogy, praxis and sustainable interdisciplinary education. Our research is supportive of the belief that practice matters and that by TAPping into practice we can ensure that art and design education is reflective of the Seoul Agenda (Goals for development of Arts Education, Seoul, 2010) aspirations to create opportunities for:
* the teaching research nexus,
* sustainable, emerging and innovative solutions to teaching, learning and research in the arts, and
* inclusive and diverse approaches to informal and formal learning in the arts.
This paper will explore the TAP inquiry in studioFive and explore the ways that co-designing and co-creating contextual learning offers opportunities for knowing and being for life as an artist-teacher now and into the future.
This practice informed research is a living inquiry; a PLC of practitioner educators who are united by a belief in practice-led pedagogy, praxis and sustainable interdisciplinary education. Our research is supportive of the belief that practice matters and that by TAPping into practice we can ensure that art and design education is reflective of the Seoul Agenda (Goals for development of Arts Education, Seoul, 2010) aspirations to create opportunities for:
* the teaching research nexus,
* sustainable, emerging and innovative solutions to teaching, learning and research in the arts, and
* inclusive and diverse approaches to informal and formal learning in the arts.
This paper will explore the TAP inquiry in studioFive and explore the ways that co-designing and co-creating contextual learning offers opportunities for knowing and being for life as an artist-teacher now and into the future.