Abstract
Environmental crises are impacting teacher training organisations worldwide. We examine the implications of visual arts and music educators’ attention to sustainability issues. This paper confidently explores the tension and articulation between disciplinary didactics and sustainability issues in the training of future visual arts and music teachers. It confidently explores how artistic knowledge can effectively integrate and promote sustainability, and the significant impact of societal issues on disciplinary content. Our analysis of 17 student works proves that students and trainers rethought the content of their teaching and the way it is transmitted. We also examine the actual/potential effects on teaching, training and research in the didactics of artistic disciplines. It is vital to understand how disciplinary learning can become a tool for transforming students’ relationships with human societies as rethought through the sustainability paradigm. (Morel, 2023; Morel & Fafard, 2023). The question is how societal issues can guide disciplinary teaching and learning organised around objects of knowledge specific to the art world (Becker, 1988/2010). The results clearly highlight the concepts relating to sustainability, the disciplinary knowledge typologies called upon and the way in which they are articulated, as well as the conditions of this articulation.
Presenters
Catherine Grivet BonzonMaître d'Enseignement et de Recherche, Didactique de la Musique et des Arts Plastiques et Visuels, Geneva University. Faculté de Psychologie et des Sciences de l'Éducation, Genève (fr), Switzerland
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education, Assessment and Policy
KEYWORDS
Music education,art education,sustainability,teacher training
