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ABSTRACT
In recent years, arts partnerships have gained increased popularity as a means of delivering arts education and art-in-education in schools. Creating opportunities for both teachers and artists alike, arts partnerships can enhance a shared sense of purpose and mutual respect, while also developing creative skills, knowledge and expertise. Although many studies on both national and international levels have identified the successes and challenges of arts partnerships in schools, a gap in how these partnerships can enhance teachers’ professional development regarding arts education still exists. Therefore, this article discusses the potential impact of arts partnerships and whether these collaborations can act as a professional development initiative, to potentially enable and support teachers in their enhancement of arts education. The evidenced impacts, possibilities and indeed, challenges of such arts partnerships in schools are explored while arts partnerships approaches, policies and directions on a both national and international level, are also discussed. Literature is also critically reviewed regarding the facilitation of, and teacher professional development in, arts education.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 The PCSP was established prior to the launch of the revised primary curriculum in 1999 and was the result of many years of collaborative development and planning between the state Department and the NCCA. Its purpose was essentially to mediate the 1999 primary school curriculum for teachers through structured professional development underpinned by a partnership approach (Harford Citation2010, 353).
Additional information
Notes on contributors
Edel Fahy
Edel Fahy is presently lecturing in Music and Drama Education in the Froebel Department of Primary and Early Childhood Education, Maynooth University, Ireland. Previous roles include working as a primary school teacher; drama trainer and arts education advisor with the Primary Curriculum Support Programme (PCSP); curriculum advisor with the Primary Professional Development Service (PPDS); Head of Music, GEMS Wellington Primary School, Dubai; lecturer in Music Education, Institute of Education, Dublin City University (DCU) and lecturer in Education, Hibernia College, Dublin. Currently pursuing her doctoral studies with the Department of Arts Education and Physical Education in Mary Immaculate College, Limerick, Edel also holds a Master's in Film and Television (DCU) and a Master's in Education (Institute of Education, DCU). She is an active committee member of the Association of Drama in Education in Ireland (ADEI).
Ailbhe Kenny
Dr. Ailbhe Kenny is a Lecturer in Music Education in Mary Immaculate College, University of Limerick, Ireland. Ailbhe's research is widely published internationally; she is author of Communities of Musical Practice (2016) and co-editor of Music Teacher Collaborations: Altering the Chord (2018). She is a EURIAS fellow (Hanse Institute for Advanced Study, 2017-18), a Fulbright Scholar (Teachers College, Columbia University and New York University, 2014-15) and holds a PhD from University of Cambridge. Ailbhe is currently a PI on the HERA-funded project Night Spaces: Migration, Culture and Integration in Europe (NITE). Ailbhe has worked as a primary teacher, a research fellow (DCU), and an Arts and Education Officer to The Ark - A Cultural Centre for Children, Dublin. She is actively involved in community projects, including directing the MIC Children's Choir and working in asylum seeker centres.