Art and Inclusive Initial Education: An Exploratory Research

Loredana Perla; Virginia Grazia Iris Magoga

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Chapter 7 Art and Inclusive Initial Education

An Exploratory Research

In: Education beyond Crisis

Authors:

Loredana Perla

Loredana Perla
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Virginia Grazia Iris Magoga

Virginia Grazia Iris Magoga
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Type:: Chapter

Pages:: 112–129

DOI:: https://doi.org/10.1163/9789004432048_007

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Abstract

The languages of art, whose relevance is underlined at international level by the educational policies (European Commission, 2006; United Nation, 2011; United Nations Educational, Scientific And Cultural Organization, 2010) and scientific studies (Art Education Partnership, 2004; Eisner, 2008; Derby, 2012) promote active teaching methodologies useful for the formation of future teachers; through art it is possible to experiment with inclusive educational courses fed by edutainment used in the workshops of the Children’s Museums (Dodd-Sandell, 2001; Hooper Greenhill, 2003). Within the framework of the teaching innovation of high-education (Felisatti-Serbati, 2017; Perla, 2018a), a research-training project was set up involving a target population of 100 university students. We present the results of a survey of 3 training workshops for pre-school and primary school teachers, conducted at the University of Bari (Italy). The hypothesis is that art constitutes an effective mediator to train future teachers for inclusion.

The methodological protocol of collaborative research (Perla, 2014) and with the intervention of three ‘practitioners’ (a sculptor, an expert in art and a photographer) – has foreseen: a training/laboratory phase with experimentation of playful and manipulative aimed at the production of artefacts on the theme of inclusion; a second phase with the administration of closed-question questionnaires on the impact of art in the development of teachers’ inclusive skills; a third analytical phase on artifacts.

The results demonstrate the effectiveness of educational itineraries based on playful and interactive laboratory methodologies linked to art in inclusive teacher education.

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Education beyond Crisis

Challenges and Directions in a Multicultural World

Series: ISATT Conference Series, Volume: 1

E-Book ISBN:: 9789004432048

Publisher:: Brill

Print Publication Date:: 09 Jun 2020

Subjects
- Education

Front Matter

Preface

Figures and Tables

Notes on Contributors

Part 1 Directions for the Future of Teaching

Chapter 1 The Impact of Reform Policies on Teachers and Their Practices

Chapter 2 Student Voice in Teaching Writing

Chapter 3 Vertical Curriculum Design and Evaluation of Citizenship Skills

Chapter 4 The Role of Reflective Simulation in the Context of Theatre Pedagogical Paths in Teacher Education

Chapter 5 Towards Broader Views on Learning to Teach

Part 2 Challenges of the Contemporary Teaching Context

Chapter 6 From Integration to Inclusion

Chapter 7 Art and Inclusive Initial Education

Chapter 8 Design of a Mobile App to Digitalize Teachers’ Professional Journals in the Practicum

Chapter 9 Teaching Media Literacy and Critical Thinking to Countering Digital Misinformation

Chapter 10 Innovative Practices in Teacher Education

Chapter 11 Educating Refugee Students

Chapter 12 EFL Writing in Romania

Chapter 13 Teacher Practical Reasoning When Implementing Curriculum Reforms

Chapter 14 Understanding What, How, and Why Teacher Educators Learn through Their Personal Examples of Learning

Chapter 15 Exploring Teacher Educators’ Professional Identity

Chapter 16 Teaching Philosophy of Education to Undergraduates in the Deep Amazon

Chapter 17 Effects of Inquiry-Based Learning Cooperative Strategies on Pupils’ Historical Thinking and Co-creation

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Chapter 7 Art and Inclusive Initial Education

An Exploratory Research

Abstract

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Education beyond Crisis

Challenges and Directions in a Multicultural World

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