Artists and transpedagogy: possibilities for enriching teaching and learning through radical engagement with the arts

Artists and transpedagogy: possibilities for enriching teaching and learning through radical engagement with the arts

Over the last decade, cultural institutions have worked hard to connect audiences with contemporary arts practices that are no longer created by a sole person working alone but by artists who work collaboratively and across disciplines. Like generalist teachers, contemporary artists utilize practices and pedagogies to engage audiences (including children) in meaningful and high-quality ways. The different contexts and sites where artists and teachers work ignites a curiosity about how these various practices and pedagogies occur across arts space and school space contexts. Specifically, we are curious about these differences and the possibilities for ‘transpedagogies’; pedagogies that emerge from blended, multi-context approaches and expertises of diverse pedagogues to offer ideas about general aspects of teaching. We present some preliminary findings from an ongoing seed project that examines the innovative and creative skills artists utilize in their own practice, to think how these might be reconsidered in the context of generalist (non-arts focused) primary education teaching. Case studies of the practices of four multidimensional artists who approach their artistry in interdisciplinary, collaborative and agentic ways help provide some potential ideas on transpedagogical opportunities that connect artistic, and school-based pedagogies.

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