Reorienting Art Teacher Education Pedagogy towards
Learner Empowerment during COVID-19 Restrictions
Dublin Core
Title
Reorienting Art Teacher Education Pedagogy towards
Learner Empowerment during COVID-19 Restrictions
Learner Empowerment during COVID-19 Restrictions
Subject
A conceptual paper that recommends critical art pedagogy to address the dilemma faced by many institutions during this COVID-19 era in their desire to engage and empower art student teachers.
Description
Due to the COVID-19 pandemic lockdown restrictions, open and distance learning (ODL) has
become the preferred delivery model of instruction at most institutions of higher learning. The
ODL mode of instruction has become the most common alternative even for art teacher
education amidst numerous practical challenges. This conceptual paper argues that the
reorientation of art pedagogy in ODL changes learning and teaching habits of art practical
content providing independent critical thinking as well as a new appreciation of learners’
intellectual, emotional and social involvement in learning. The paper recommends critical art
pedagogy as a pedagogy that develops critical skills and generates emancipatory and
transformative patterns of teaching and learning art. This could inform both theory and
practice as well as relinquish the lecturers’ authority in traditional face to face teaching.
Critical art pedagogy could address the dilemma faced by many institu
become the preferred delivery model of instruction at most institutions of higher learning. The
ODL mode of instruction has become the most common alternative even for art teacher
education amidst numerous practical challenges. This conceptual paper argues that the
reorientation of art pedagogy in ODL changes learning and teaching habits of art practical
content providing independent critical thinking as well as a new appreciation of learners’
intellectual, emotional and social involvement in learning. The paper recommends critical art
pedagogy as a pedagogy that develops critical skills and generates emancipatory and
transformative patterns of teaching and learning art. This could inform both theory and
practice as well as relinquish the lecturers’ authority in traditional face to face teaching.
Critical art pedagogy could address the dilemma faced by many institu
Creator
Darlington Dziwa, Dairai
Postma, Louise
Postma, Louise
Source
New Challenges to Education: Lessons from Around the World BCES Conference Books,
Publisher
Sofia: Bulgarian Comparative Education Society
Date
2021, Volume 19
Contributor
Darlington Dziwa, Dairai
Postma, Louise
Postma, Louise
Format
Online
Language
English
Type
Online article
Identifier
ISSN 2534-8426 (online), ISBN 978-619-7326-11-6 (online)
Coverage
International
Collection
Citation
Darlington Dziwa, Dairai
Postma, Louise
, “Reorienting Art Teacher Education Pedagogy towards
Learner Empowerment during COVID-19 Restrictions,” Teaching & Learning in COVID-19 times study, accessed May 7, 2024, https://omeka.cloud.unimelb.edu.au/teaching-and-learning-in-a-pandemic/items/show/175.
Learner Empowerment during COVID-19 Restrictions,” Teaching & Learning in COVID-19 times study, accessed May 7, 2024, https://omeka.cloud.unimelb.edu.au/teaching-and-learning-in-a-pandemic/items/show/175.