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Initial teacher education as a dialogic space for agile art curriculum design

Grant, Will; Kidwell, Amelia


Will Grant
Associate Director Post-Graduate

Amelia Kidwell


In this article we draw on our positionality as teacher educator and student teacher to reflect on initial art teacher education as a forum for novel disciplinary curriculum design. We describe how, without new system thinking, much taught school art curriculum may remain conceptually esoteric, or cumulatively dysfluent, and therefore increasingly vulnerable to new measures of accountability. We review the English context and consider the discrete challenges curriculum designers face in this national policy landscape. In response to our findings, we propose a locus for curricular development that might satisfy expectations of external auditors, but more excitingly, connect school art to authentic artistic practices. Here, student art teachers are promoted to key stakeholder in the development of new materials, rather than positioned as inheritors of habit. We defend this proposition by highlighting three potentially beneficial characteristics student teachers can contribute to curriculum design: disciplinary relevance, objective criticality and latent agency.

Journal Article Type Article
Acceptance Date Mar 12, 2024
Online Publication Date Jun 21, 2024
Publication Date Jun 21, 2024
Deposit Date Jun 25, 2024
Publicly Available Date Jun 22, 2025
Journal International Journal of Education Through Art
Print ISSN 1743-5234
Electronic ISSN 2040-090X
Publisher Intellect
Peer Reviewed Peer Reviewed
Volume 20
Issue 2
Pages 209-222
Keywords Curriculum, Art Education, Agile Design, Teacher Education
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