Journal article
Creative Self-Beliefs and the Ecologies of A/r/tographic Knowing: Generalist Primary Teachers Developing Praxical Creativity
International journal of education and the arts, Vol.26(22), pp.1-25
30/06/2025
Appears in Recent Faculty of Education Publications
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Abstract
This paper explores a study that investigated the creative self-beliefs of 20 generalist primary teachers and how these beliefs might impact their delivery of high-quality art experiences in their classrooms. The study aimed to gain greater insights into primary teachers' self-beliefs about their own creativity and artmaking agency and how these beliefs are impacted through focused artmaking in a studio environment with others. Building on the strong history of a/r/tographic methodology, this paper examines the potentialities of the ecologies of a/r/tographic knowing, namely poiesis, praxis and theoria and how these ways of knowing increase creative self-belief. This study found that artmaking impacts teachers' creative self-belief in positive ways and expanded understandings of creativity and art practice. This was demonstrated in ongoing self-reported changes to pedagogical approaches in the teachers' classrooms as well as shifts in more positive attitudes and personal artmaking praxis.
Details
- Title
- Creative Self-Beliefs and the Ecologies of A/r/tographic Knowing: Generalist Primary Teachers Developing Praxical Creativity
- Creators
- Katie Hotko - Southern Cross UniversityAlexandra Lasczik - Southern Cross UniversitySuzanne Hudson - Southern Cross University
- Publication Details
- International journal of education and the arts, Vol.26(22), pp.1-25
- Publisher
- Penn State University Libraries Open Publishing
- Number of pages
- 25
- Identifiers
- 991013297054902368
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article