Abstract
This paper presents the conceptual ideas for designing an Arts-Based Integrative Teaching and Learning Model (AB ITLM) to support Social and Emotional Learning (SEL) as another avenue in secondary school contexts in Australia. It first provides a rationale for integrating three different components: Visual Arts, Expressive Therapies Continuum, and Australian Curriculum with General Capabilities (GC) strands - mainly with Personal and Social Capabilities (PSC) that drive the design of the model. Second, it situates the context of SEL, and the gaps between theory and practice mainly in Art Education in supporting the scope and significance of the model. The main author highlights his experience as an artist/researcher/teacher (a/r/t) in a broader PhD research project. Borrowing upon Arts-based research as a methodology, the use of a/r/t reflexivity is discussed in analysing the design phase and outcomes of the pilot implementation in a school (student’s artworks and their experience and some insights gathered from artist and art therapists’ consultations and review). These insights support the a/r/t discussion and the significance of the AB ITLM to stress its adaptability and versatility across other learning areas and contexts.
Author Information
Leigh Webster, Monash University, Clayton Campus, Australia
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