International Journal of Education & the Arts

Volume 8 Number 9

August 29, 2007

Drawing with Light and Clay:
Teaching and Learning in the Art Studio as Pathways to Engagement

Constant Albertson
University of Maine, Orono

Miriam Davidson
Trent University School of Education and Professional Learning
Peterborough, ON, Canada

Citation: Albertson, C., & Davidson, M. (2007). Drawing with light and clay: Teaching and learning in the art studio as pathways to engagement. International Journal of Education & the Arts, 8(9), Retrieved [date] from
In this essay, Albertson and Davidson explore the attributes of photography and ceramic arts education to identify eight key elements integral to engagement in these art studios for under-served and disenchanted learners. They suggest that these key elements can provide numerous clues as to how teachers and school communities might reimagine both their mission and approach to classroom practice. Through this exploration, they relate literature on apprentice models of teaching and learning, relational education, resiliency theory, and care in the context of classroom practice to their experience and research into teaching and learning in photography and ceramic arts. Albertson and Davidson believe that what is good for the most vulnerable learners, is good for others too, and by bringing these attributes to light, it is their goal to illustrate some of the ways that all teachers might build pathways to engagement for their own "tough audiences" in all subject areas.

This article is available in PDF format.

   home   |   articles   |   abstracts   |   editors   |   submit   |   subscribe   |  

This article has been accessed times since August 29, 2007.