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Cognition in art education
Citation
Heaton, R. (2021). Cognition in art education. British Educational Research Journal. Advance online publicaton. https://doi.org/10.1002/berj.3728
Abstract
Whilst it is accepted that art education is a cognitive endeavour, the value and contribution of cognition to art education is often deliberated. By examining literature concerning conceptions of cognition and contextualising studies with the findings of a five-year artographic inquiry into cognition in the lived experiences of artist teachers, this paper is able to present a case for the reinstatement of cognition and cognitive study across policy, practice and research in art education. The paper shares a conceptual frame to assist engagement with cognition as a concept whilst presenting a strategy to support cognitive reinstatement in the changing climate of art education. Questions are posed and answered regarding cognition’s position in art education to bring reinstatement implications forward such as its complexity and productivity within education. Recommendations, such as increased engagement, voice projection and visibility, are also suggested to infiltrate transformation in future materialisations of cognitive engagement in the policy, practice and research of art education.
Date Issued
2021
Publisher
Wiley
Journal
British Educational Research Journal
DOI
10.1002/berj.3728
Description
This is the final draft, after peer-review, of a manuscript published in British Educational Research Journal. The published version is available online at https://doi.org/10.1002/berj.3728