This book comprises the responses of a group of multi-disciplinary writers/ researchers/practitioners to the proposition that arts education in the twentyfirst century has become industrialised. Historical and contemporary examples of how arts education prepares students for working in industry are discussed to show how the expectations of educators, students and industry representatives do not always concur. The extent to which arts pedagogies have been informed by the agendas of the cultural industries as well as wider neoliberal ideologies are also considered. This leads to questions about the function and value of arts education. The debates expose tensions of producing students who are ‘industryready’ in an educational context that must, at the same time, consider other issues such as sustainability and widening participation. Writers, educators and researchers in vocational education, creative writing, jewellery design, animation, fashion branding and popular music investigate the complexities relating to this topic from their own diverse points of view.
Table des matières
Chapter 1: Introduction (Professor Samantha Broadhead: Leeds Art University).- Chapter 2: ‘The industrious muse?’ Commodification and craft in further and higher education (Dr Bill Esmond, Associate Professor, Education & Employment: University of Derby).- Chapter 3: At the centre of the storm: Arts writing and the industrialised curriculum (Dr Karen Tobias-Green, Course Leader, BA (Hons) Creative Writing: Leeds Arts University).- Chapter 4: Post-war design education and the jewellery industry in Yorkshire: Drawing on the experience of designer-maker Ann O’Donnell. (Professor Samantha Broadhead: Leeds Art University).- 5: The Industrialisation of animation education (Michael Smith, Course Leader, BA (Hons) Animation: Leeds Arts University).- Chapter 6: ‘How do I feel about this?’: Reflections on art education practice in a time of ecological collapse (Eleanor Snare, Senior Lecturer, BA (Hons) Fashion Branding with Communication: Leeds Arts University).- Chapter 7: ‘Performance’ measures as assault on music education: A policy archaeology of the teaching excellence framework arts (Jason Huxtable, Senior Lecturer, BMus (Hons) Popular Music Performance: Leeds Arts University).- Chapter 8: Concluding thoughts (Professor Samantha Broadhead, Leeds Arts University)
A propos de l’auteur
Samantha Broadhead is Head of Research at Leeds Arts University, UK. She serves on the Journal of Widening Participation and Lifelong Learning editorial board. Broadhead has co-authored Practical Wisdom and Democratic Education (with Gregson, 2018), Palgrave Macmillan, as well as Perspectives on Access (with Davies and Hudson, 2019).
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