The role of transformative leadership between teacher and student in the context of the senior secondary art studio

The role of transformative leadership between teacher and student in the context of the senior secondary art studio

Senior art students enter into an intensive relationship with their art teacher who initially acts as a mentor during the preparation of their senior art folio. There is limited existing research describing the transformative process which occurs between the student and the teacher in their preparation of the students' senior art folio. This pilot study provides important insights into: the role of the senior art teacher; the transformative relationship between the student and teacher; the dynamics of the collaborative process; and the creation of the senior art folio which is the 'third entity' from this process. This transformative relationship is necessary to foster growth and allow the senior art student to progress and excel in their chosen form of expression.
The senior art teacher is largely responsible for much of what senior art students produce by the artworks they expose them to and the subject matter they permit. In this research the collaborative and inherently creative nature of the teacher/student relationship results in an art portfolio which is a visible and tangible record of this process. The conceptual framework and methodology for this project is case study. The social phenomenon of collaboration was investigated through an examination of two case studies, each with a unique context. Data were collected, analysed and presented in a narrative form to provide the reader with the essence of each of the case studies leading to an understanding of how the collaborative process has operated between the senior art teacher/senior art student in each school. Case study methodology has been chosen because it is 'a way of organising social data for the purpose of viewing social reality' (Best & Kahn, 2006, p. 259)
The findings of this research will enhance the experience for both senior art students and teachers by clearly describing the complexities involved in transforming the student's perception of themselves from student to emerging artist. This identification will allow senior art students to re-contextualise the impact of their work resulting in a professionalisation of their student experience. Approaching senior art in this manner will result in a transformation of the teacher - student relationship. This will also allow for a more seamless transition into any arts profession which the student may pursue, but will also provide important skills concerning leadership, communication, support, skills and expertise which can be transferred to any sector.

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