The ambitious educational reform in Wales is underpinned by a philosophy of pedagogic flexibility and teachers having agency to design their curriculum (Welsh Government, 2020). It offers an opportunity to rethink, reimagine and disrupt the current educational paradigm (Boulton-Funke et el. 2016). Biesta (2018) suggests that our focus should be shifted to asking what educations means and makes possible, as opposed to what education produces and makes. However, in order to promote meaningful exploration of ideas to support the process of design and construction of a curriculum, space and opportunities need to be created (OECD, 2021). Yet space and time are a notoriously limited commodity, unfortunately exacerbated by the global pandemic, as a ‘catch up narrative’ now reverberates within education policy driven by economic concerns and, if we take a neoliberal world view, of future human capital (Clarke, 2021). This research seeks to explore how we might use the artistic mind states to create the space and time to support educators to consider what is important in education. It asks if and how, through embodied practice, engaging in and reflecting on the contemplative process, educators may have an altered sense of self and whether this in turn increases their knowledge of pedagogies that promote opportunities for deep contemplation.
This initial literature review explores emerging tensions and misconceptions within the Expressive Arts Area of Learning and Experience (AOLE) and analyses how there has been a dilution of creative pedagogies within mainstream schooling. Identified themes suggest that prevailing orthodoxies within (often marginalised) arts education has seen an increased reliance on formulaic teaching to examination specification. This often results in a superficial art education, lacking in authentic context or meaningful critical engagement (Mindel, 2016; Steers, 2003 ). This leads to learners that are willing and technically competent but are devoid of sufficient opportunity to be independent and create their own ideas, therefore relying on teacher instruction and imitation of others (Tudor 2008). This in turn leads to missed opportunities for increased self-awareness, critical awakening, and ontological perceptions thereby potentially having a detrimental impact on future social justice.
The review goes on to explore how, within the constrained structure of our education system, teachers can disrupt current practice. It is proposed that the arts invite us to focus in on our senses, granting permission to slow down and to redirect our attention inwards (Eisner, 2002; Ergas, 2016; Clarke, 2021). The review concludes by suggesting that it is through an understanding of contemplative practice (Hart, 2004) and employment of arts practice based research methodologies (Clarke, 2016; Boulton-Funke et el. 2016) that we can begin to explore how reflection develops an ontological pedagogy.