Temasek Junior College
Angelina Ang Su Yunn
Tampines North Primary School
Critical Inquiry into Art Classroom Practices
In what ways does Critical Inquiry empower art teachers to become reflective practitioners of classroom practices?
To be critical is to adopt an open, inquiring stance to address our concerns. When we as art teachers build a culture of critical classroom inquiry, we develop a critical consciousness of our teaching repertoire. We actively investigate and question our pedagogy, study the behaviours of our students, experiment and introduce strategies to enhance the teaching and learning of art. This process of critical inquiry promotes reflection, action and transformation.
Through the lens of two art teacher-researchers, discover how changes in teaching actions impacted the learning of their students in various ways. The first presentation shares ways to engender student curiosity and ownership of learning; the second demonstrates how an art teacher harnesses the use of drama techniques (such as movement and improvisation) to conceptualize a Performance Art piece with students.
The sharing from these two teacher-researchers are salient examples that research is not a distant and irrelevant undertaking for art teachers. Instead research or critical inquiry enables us as teachers to trial pedagogical innovations, problem-solve in our own authentic school contexts, support the learning of our students and learn to become better teachers.