Victoria Kinsella, 2012
Art and design education in secondary schools is 'suffering from narration sickness' (Freire, 1970:45). Sir Ken Robinson has stated that there is a fundamental problem with education (Robinson, 2006). According to Robinson (2006) there is a loss of creativity within schools; as we are facing the terrors of performativity (Lyotard, 1984). Many art educators agree with this statement and have associated the loss of creativity to school league tables, the rigid standards agenda, funding cuts to Creative Partnerships and the introduction of the English Baccalaureate. In spite of the government's own admission that involvement with the arts has a 'dramatic' and 'lasting effect' on young people, we are facing a period in education where the arts and the promotion of creativity are under threat. Artistic development requires a maturation of skill and concept (Lowenfold 1947, Eisner 1969, Gardener 1990), but the thought of taking risks and moving beyond the standards agenda is unsettling for most teachers (Fautley & Hatcher, 2008). 'Teaching creatively', 'teaching for creativity' and 'creative learning' (NACCCE,1999), therefore vanish within the prescription, creating an anaesthetic experience (Robinson, 2006).
My current research therefore explores new approaches to teaching and learning in key stage three art and design classrooms (KS3, aged 11-14) and whether they will encourage creativity in both the teacher and learner.