Artists as teachers in contemporary adult education : a case study

• Main Author: Martin, Paul R.
• Published: University of Surrey 1999
• Subjects: 370; Education & training
• Online Access: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301103

This Inquiry focuses on the role of artist/teachers in contemporary Adult Education. It investigates the extent to which those artist/teachers who attempt to introduce adult learners to fine art, face ethical and practical dilemmas arising from the conflicting pressures of their roles. The initial focus arose from my personal observations and experience as an artist/teacher. Added to this were concerns from my perspective as a course leader and organiser in Adult Education (AE). It seemed that a combination of a consumer-led curriculum and government funding policies based on economic needs, were restricting the provision that could be offered by a Local Education Authority supported AE Centre. In particular there was a concern that art education which caused the adult learner to engage in transformative learning, requiring reframing of their familiar constructs, values and beliefs, was increasingly constrained by the prevailing socio-economic conditions. Because of the complex nature of the focus of this inquiry the literature search ranged from socio-economics, education policy and adult education, to the nature of art, formal art training and art in adult education. As there was little direct information on artist/teachers in AE, the empirical research was undertaken in the form of a case study on a group of artist/teachers working on a certificated programme within an AE centre based in a Further Education college. This research found that artist/teachers faced ethical and practical dilemmas which arose when their professional practice and allied values and beliefs, were compromised by the conflicting pressures which they faced from students and AE organisations. There are wide implications for both artist/teachers and AE organisers regarding the extent to which the professional integrity of practitioners, and emancipatory and transformative educational values and practises should be compromised in the face of consumer pressure. It is recommended that further research is carried out to see to what extent these findings are valid for artist/teachers in other AE contexts and if teachers from other disciplines who challenge students' constructs have similar experiences.