Using Inclusive Pedagogy in Visual Arts: Engagement with ‘The Masters’

Abstract

This chapter argues that the ‘Friday afternoon’ approach to art education needs to change; the conversation needs to be more about art and the impact that it has had and continues to have. Children need to be surrounded by art to a greater extent and should be seen as multi-dimensional learners who can create art, acknowledging that they do not all think, and learn, the same ways. It is their unique characteristics that will help shape them as artists. This chapter uses the works of ‘The Masters’ to support the view that there is no right or wrong when creating art and that supporting students to understand that great art only stands out because it is different and does not follow preordained rules or styles is important. Visual Arts teaching should encourage personal judgment, subjectivity, and provide students the opportunities to find their unique voice and to have the confidence to use it.

Citation

Daly, A. (2015), "Using Inclusive Pedagogy in Visual Arts: Engagement with ‘The Masters’", Inclusive Pedagogy Across the Curriculum (International Perspectives on Inclusive Education, Vol. 7), Emerald Group Publishing Limited, Leeds, pp. 187-209. https://doi.org/10.1108/S1479-363620150000007016