The Paradox of Creativity in Art Education

Beschreibung

This book examines the paradox of creativity in art education and proposes a possible resolution. Based on the findings of a longitudinal ethnographic study as a particular case of creative practice in art education, this book is underpinned by Bourdieu’s concepts of the habitus, symbolic capital and misrecognition. The author offers an insightful account of social reasoning within creative practice in the senior school art classroom, examining ongoing exchanges between students and their teacher. Ultimately, these exchanges culminate in actions, beliefs and desires about what is creatively conceivable in the making of art, while providing confirmation without corruption of the pedagogical role of the art teacher. Allowing the context of creative agency to emerge afresh, this book will be of interest and value to art educators and teachers committed to fostering the creative performances of students in any field.

Proposes a potential resolution to the paradox of creativity in art education Uses Bourdieu as a lens through which to view ongoing exchanges between students and their teacher Gives space to allow the emergence of creative agency

Autor*in

Kerry Thomas

Themen in »The Paradox of Creativity in Art Education«

Creativity and education Bourdieu Creativity as social practice Teacher student cooperation Creative reciprocity learning and instruction

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“Reading the chapters chronologically, however, is beneficial and recommended for those who wish to trace motifs in Thomas’s argument and understand how these contribute to the resolution that is proposed to the dilemma of creativity in art education.” (Rah Kirsten, Studies in Art Education, Vol. 62 (1), 2021)

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