Igniting a spark?: an investigation into how an Irish arts partnership can support primary teachers in their teaching of arts education

Abstract

In recent years, arts partnerships have increased in popularity as a means of delivering arts education in schools. Creating opportunities for both teachers and artists alike, arts partnerships can enhance a shared sense of purpose and mutual respect, while also developing creative skills, knowledge and expertise. Although many studies on both a national and international level have identified the successes and challenges of arts partnerships in schools, a gap in how these partnerships can support teachers’ professional development regarding arts education still exists. Therefore, this study sought to investigate whether an Irish arts partnership - the Creative Schools Initiative-Scoileanna Íldánacha (CS) - could potentially support primary teachers in their teaching of arts education. Presented in the form of an article-based thesis, three peer-reviewed journal articles formed the core of this thesis. A mixed-methods, multi-site case study in design, this study explored, analysed and documented the perspectives of teachers, principals, CS school coordinators and Creative Associates (CA) in eight primary schools, regarding how an arts partnership impacted on the teaching of arts education. Phase one of the study investigated the role of the Creative Associate (CA) - an arts broker within the CS. Data was collected using semi-structured interviews with Creative Associates, principals and school co-ordinators of the CS. Using a framework put forward by Sinclair, Watkins and Jeanneret (2015), the support provided by the CA was critically analysed. The establishment and development of stakeholder relationships was explored while emerging challenges were debated and discussed. Key findings indicated that the success of the CA was underpinned by their ability to build and nurture relationships, potentially ensuring partnerships have a sustained, meaningful impact on the teaching of arts education in schools. Phase two of the study explored primary teachers’ perspectives, regarding whether or not the CS impacted on their teaching of arts education. Using online surveys which were both quantitative and qualitative in nature, this study targeted fifty primary teachers in the same eight schools. Key findings revealed that teachers engaged positively with the initiative. The benefits of a balanced approach between teachers and artists delivering the arts education curriculum also emerged. However, findings indicated that the CS had limited impact on teachers’ confidence regarding the teaching of arts education overall. Consequently, strong reiterations for teacher professional development in arts education were emphasised throughout. A synthesis of the overall findings indicated that participation in an arts partnership such as the CS, can provide rich opportunities for transformational learning to occur, through engagement in collaborative practice, facilitating agency and empowering all stakeholders. However, for a sustainable future in classroom-based arts education and to avoid partnerships becoming a support measure, teacher professional development in arts education needs to become an integral part of future arts partnerships. Results from this study will inform both policy and creative practice approaches to arts partnerships in schools, enabling the CS to further refine and develop its programme. This could have an impact on schools, principals, teachers and children, highlighting the significance of pre-service teacher training, in-service and continual professional development in arts education for Irish primary teachers.