Task 4a

 

This task provides a good starting point to converse with other practitioners and to question my understanding of how to:

Utilise knowledge gained from my own experience as a professional who has benefited from using art to overcome challenging and difficult socially inequalities.   

Acquire the skills needed to become affective as a visual arts educator.

Does the social and cultural background of an art educator impact on the way students relate to them?

What difference can art make on the lives of young people who have behavioural  and emotional difficulties?

What value does the education authority place on art as part of the education programme for young people who have behaviour and emotional difficulties?

Does the social and cultural background of parents determine the value they place on art as a subject in schools?

Does the lack of formal art education or accessibility of the arts have a positive or negative impact on how young people view society? 

Does informal art education appeal more to young people than formal classroom teaching?

Does having informal art teaching experience improve how we communicate and teach young people in a classroom setting?

Do young people relate and respond more positively to art teachers who have established themselves as a practicing artist as well as being an art educator?

 Is it the security of income that drives artist to take up teaching or the desire to share their knowledge with young people?

I look forward to hearing other people’s views and to expand these initial questions.