Making visual arts learning visible in a generalist elementary school classroom

Abstract

This article presents the story of one elementary school teacher's shift in art praxis through her involvement in a research project aimed at facilitating participatory arts-based communities of practice. Qualitative methods and social constructivism informed Professional Learning Interventions (PLIs) involving: (1) a visual arts workshop, (2) facilitations with academics within the teacher's classroom context, and (3) semi-structured discussions to study and curte the teacher's lived experience. A teacher-facilitator-interviewer triad co-researched the meaning of 'quality' in relation to: Learning, Pedagogy, Environment, and Community Dynamics (L-PEC). Adapted from Seidel et. al (2009) ..