Carmel O’Sullivan et al: Teaching Artists Working in Inclusive Schools and Educational Settings

This paper explores the shared delivery model where teaching artists complement and enrich, rather than replace the work of arts teachers and non-arts teachers.

There is a long history of artists working in schools dating back to the 1950s, and Rabkin et al. (2011) claim that artists brought ‘a new kind of approach’ and ‘arts pedagogy’ into schools, which operates on the understanding that the arts are for everyone. Artists who work in schools generally find their work enjoyable and satisfying (Artsedge, 2009), however many are under equipped to work in inclusive educational settings with diverse learners (Heads Up, 2016). Reporting on the results of two interconnected studies (Heads up and All Heads Together), this paper will explore the shared delivery model where teaching artists complement and enrich, rather than replace the work of arts teachers and non-arts teachers (Richerme, 2012). The paper will explore the argument that teaching artists require pedagogical training and offers recommendations based on the results of a CPD programme for artists working in inclusive educational settings using reuse materials.

Carmel O’Sullivan is the Director of the Arts Education Research Group (AERG) in Trinity College, Dublin, and she led the research team on the Heads Up and All Heads Together studies funded by the Environmental Protection Agency (EPA).

Deirdre Rogers is an artist, designer, educator, and the Art Director at ReCreate. She led the team of teachers and artists participating in both projects.

Michael Flannery is the Head of Department of Arts and Religious Education in Marino Institute of Education and researches the areas of visual arts and curriculum integration, imagination and innovation.

Ekaterina Kozina is the research projects officer in the School of Nursing and Midwifery in Trinity and was a postdoctoral researcher on the study.

Thomas Hayes is an IT programmer in Trinity College and designed the research instruments.

Sarah Clarke is an experienced visual arts and drama teacher who supported the research process.

Tegan is a strong advocate for the development of Theatre and the Arts in community settings and has been involved with numerous Applied Theatre programmes throughout her professional training and experience. Tegan graduated with a Master of Arts with Distinction in Applied Theatre from The Royal Central School of Speech and Drama in London. She has professional experience in Community Performance that promotes Young People’s expression and engagement through Puppetry and Theatre practices. As well as collaborating and performing with ERTH Visual & Physical Inc and Welsh theatre company PuppetSoup, she has co-directed and worked alongside Shop Front Arts Co-Op Junior Ensemble of 8-14-year old’s to create the original devised production, The Unknown. Tegan is currently working as Teaching Artist for Sydney Theatre Company’s ‘School Drama’. This is a Teachers Professional Development Program designed to improve teaching and learning by modelling the use of drama-based strategies with quality children's literature.