A Visual Inquiry: Artist–Teacher Perceptions of Art Education Provision in Singapore

Abstract

Artist–teachers, educators who connect art practice to education, are often subject to marginalization in educational policy, practice, and research. In this visual inquiry article, we mobilize the artist–teacher’s voice to present perceptions of art education provision in Singapore. Successes and tensions are collated and voiced alongside international developments to suggest informed recommendations for educational enhancement. The inquiry reveals that artist–teacher perceptions are complex, layered, and influenced by psychological, physical, and virtual influences like identity fluctuations, geographic or contextual environments, educational systems, and world events. The inquiry acts as a dialogic space for artist–teacher participants to exchange and contemplate perceptions of art education provision alongside policy, practice, research, and societal change. The inquiry values participant voices and suggests that to improve art education provision, the belief systems of those involved in provision need aligning, glocalized concerns need considering, and efficient knowledge cascades need developing.

DATA AVAILABILITY STATEMENT

Raw data were generated at the National Institute of Education, Nanyang Technological University, Singapore, under participant consent. Derived data supporting the findings of this study are available from the corresponding author, RH, on reasonable request.

DISCLOSURE STATEMENT

This unfunded research was conducted at the National Institute of Education, Nanyang Technological University, Singapore. It may lead to the development of products in the future that would be licensed to the National Institute of Education.