Abstract :
This article discusses, contextualises and locates
in contemporary theory, an autobiographical case
study of an artist-teacher in the ‘learning community’
of a Sixth Form College art department. It
reflects on the educational potential of enabling
teachers of art and their students to investigate
issues of culture and identity through engaging
with contemporary art practice. It seeks to explore
the extent to which exposure to contemporary art
practices (and in the second year sixth form,
textiles-based, cases discussed) creates a more
conceptual approach to student project work,
which can act as a catalyst to develop students’
understanding of issues-based practice. The
discussion of the selected pieces is located within
a feminist paradigm that foregrounds the body
and gender theories. This article elucidates how a
conceptual approach to working, as opposed to a
more traditional skills-based approach, can act as
a vehicle for moving students towards becoming
self-motivated artists and, in the case studies
described, take their practice beyond that which is
normally achieved within the constraints of timed,
exam-based work.
