Wellbeing in classroom arts collaborations - USQ ePrints
While the research undertaken for this paper was not exclusively addressing wellbeing in arts collaborations in school classrooms, its undeniable presence was acknowledged consistently by all participants, teachers in particular. Faced with the possibility of the complex deployment of a National Curriculum in Australia for the first time, teachers are generally reticent about the impact of a curriculum designed to measure student progress and reduce capacity for wellbeing. This chapter aims to draw some findings about the often ignored presence of wellbeing at the site of collaborative arts practice that is used to engage students across curriculum areas in Primary school. Wellbeing in education contexts is often assumed, yet the advent and adoption of the National Arts and Health Framework suggests that communities (in whatever context) should address the health (and financial) benefits of longer-term programs that promote wellbeing.
Files associated with this record cannot be displayed due to copyright restrictions.
wellbeing; collaboration; artists in the classroom; landscapes of practice; identity; participation; reification; ambivalence; poetics of wellbeing