Process-based Arts Pedagogy in Community Youth Arts Programmes: Theory and Practice

Abstract

The relationship between theory and practice for teachers of the visual arts is complex, especially for those working in community settings with young people. This thesis explores some of the connections which make up that complexity. Knowledge, learning and pedagogy are examined in relation to each other, and to teacher and youth identity. Knowledge, for example, is discussed through a te ao Māori (Māori worldview) as comprising of mind, body and soul types of knowledge, each equally important in teaching and learning. Process- based arts pedagogy is identified as one which is active, relational, transformative and in the world. These theoretical ideas are reflected on by artist/teacher participants, who, through group discussion, creative writing and art-making, articulated their own relationship with these theories in practice. Throughout the research process, theory and practice entwined with a/r/tographic methodology and arts-based methods. Using a/r/tography as a framework, I engaged my artist, researcher and teacher selves to generate and analyse the written and visual data. Synthesizing the interconnected theories within artist/teachers’ practice highlighted the importance of artist/teachers nurturing their identity, knowledges, creativity and collegial relationships.The findings also reveal that artist/teachers' attitude towards their own art-making practice, and their identity as artists and teachers, affect the way in which they teach their students. I propose that practicing art-making, alongside reflection and dialogue are important ways to develop these relationships, and support artist/teachers professional development.