| dc.description.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. | en_US |
