Posts by Abi Allen
Cultural practices 2016
This module comprised of a small-scale case study into how students visually perceive the culture of the internet. I employed an ethnographic methodology using a reflexive paradigm to examine the links between culture, identity and community. Arts-based research methods were used through which to elicit data by asking participants to draw their vision of the internet. The research explored the theories of Bhahba (1994) and Bauman (2001; 2004) concerning culture, community and identity. The essay concluded by highlighting the importance of including digital technologies within art education to meet the ever-changing needs of students.
Read MoreInstitutions, discontinuities and systems of knowledge 2016
This essay explored the mechanisms of power and the socio-structure of a secondary school setting. I explored how neo-liberalism had permeated the culture of school through the culture of Ofsted and accountability, leading to the de-professionalisation of educators. I applied the theories of Foucault (1977), to explore methods of physical and metaphorical surveillance concluding with an…
Read MoreCreativity in practice 2015
This module consisted of two components. Component one was the submission of a practice-based research project comprising of an interactive image game, designed to be played by students and myself. “The Photo Game”, was devised for multiple players roughly based on the concept of the game, ping-pong. A photographic image was submitted to an online digital folder by myself and students were then invited to respond to the image submitted and subsequent images submitted thus engaging in visual dialogue. The results of the Photo Game were published in book form and submitted for component one. The second component reflected on theories of Bruner (1976) and Wenger (2006), exploring the importance of communities of practice within art and facilitating play and creativity within the classroom. The essay continued by offering a critical account of my own practice based research and demonstrated how an environment free from curriculum constraints was conducive to creativity.
Read MoreSocial theory and education 2015
This essay comprised of two components, which I chose to write as one document with no distinction being made between them. Component one comprised of choosing the work of a theorist through which to investigate social theory. By reflecting on my own art practice, I was drawn to the theories of Jerome Bruner (1976) in relation to play. Component two was an autoenthnographic investigation into application of the theories of Bruner to further understand educational practice. The methodology employed was a qualitative semi-structured interview asking the participants to reflect on their time on a G.C.S.E art and design course in England to establish whether play had occurred during the process of making. My essay concluded by asserting that although play had occurred on some level it was as a by-product of the creative process due to curriculum constraints inhibiting the classroom environment.
Read MoreFreedom and creativity within the school environment 2013
In this essay I explore the difficulties and dilemmas facing art educators introducing pupils to issue based and site specific art within the school environment. I also investigate impact of allowing total freedom over creativity for pupils within the classroom. How could I as an art educator effectively introduce new methods of teaching and learning into my teaching? My own practice is heavily involved in issue based art and I have a keen interest in introducing current issues that are relevant to pupils’ own lives. Craft (2000, p. 28) talks about fostering creativity in the social context of the classroom; ‘The development of strategies which encourage creativity in a social system need further investigation. This is particularly the case within the education system, for creativity is often cast as not being relevant to conventional education.’
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