Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22940
Title: 
Authors: 
Subjects: 
Art education
Teacher education
Cognition
Policy
Issue Date: 
2021
Citation: 
Heaton, R. (2021). Cognition in art education. British Educational Research Journal. Advance online publicaton. https://doi.org/10.1002/berj.3728
Journal: 
British Educational Research Journal
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.
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
URI: 
ISSN: 
1469-3518 (online)
0141-1926 (print)
DOI: 
File Permission: 
Embargo_20221101
File Availability: 
With file
Appears in Collections:Journal Articles

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