'It's Easy to See which Side You are on': Northern and Southern Irish Student Teachers' Reflections on Art and Identity

Dervil Jordan, Jackie Lambe

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

“It’s easy to see which side you are on” (Sir Edward Carson’s comment on the paintings of Sir John Lavery)This chapter examines the potential of art education to contribute to an exploration of national identity and citizenship across the island of Ireland. Art and visual imagery has long been associated with concepts of national identity. Munro (1956) suggests that that ‘There is no better avenue than art to the understanding of past and present culture’. Eisner (1987) continuing the theme concludes that to be able to understand culture ‘...one needs to understand its manifestations in art, and to understand art, one needs to understand how culture is expressed through its content and form’ (p.20). The chapter examines some recent research activities carried out with student teachers in the National College of Art and Design in Dublin and the University of Ulster and is structured as follows. Firstly, the context is described in terms of a recently completed EU Comenius project Images and Identity: Improving Citizenship Education through Digital Art. It then outlines the extension of this research in a national context, which is presented as the ‘North South Exchange a continuum: Images and Identity project’. As a cross border initiative this aspect of the research was funded by the Standing Conference for Teacher Education: North and South (SCoTENS). The research activities, are described, and include student teachers’ responses to ‘Passion and Politics’ an exhibition of the works of Sir John Lavery at the Hugh Lane Gallery in Dublin. This was followed up by a questionnaire examining the student teachers responses to the exhibition and their perceptions about the role of the artist as a visual commentator of his times. Text data drawn from the questionnaire was analysed qualitatively and some initial findings presented. Finally the chapter concludes by reflecting upon the potential for further research and practice.
LanguageEnglish
Title of host publicationArt Education and Contemporary Culture: Irish experiences, international perspectives
EditorsGary Granville
Place of PublicationChicago, IL USA
Pages89-110
Volume1
Publication statusPublished - 2012

Fingerprint

Art
National Identity
Teacher Response
Dublin
Questionnaire
Manifestation
Hugh Lane Gallery
Ireland
National College of Art
Visual Imagery
Digital Art
Artist
Citizenship Education
Teacher Education
Art Education
Passion
Citizenship
Commentators
Ulster

Keywords

  • Student teachers
  • visual arts
  • citizenship
  • identity

Cite this

Jordan, D., & Lambe, J. (2012). 'It's Easy to See which Side You are on': Northern and Southern Irish Student Teachers' Reflections on Art and Identity. In G. Granville (Ed.), Art Education and Contemporary Culture: Irish experiences, international perspectives (Vol. 1, pp. 89-110). Chicago, IL USA.
Jordan, Dervil ; Lambe, Jackie. / 'It's Easy to See which Side You are on': Northern and Southern Irish Student Teachers' Reflections on Art and Identity. Art Education and Contemporary Culture: Irish experiences, international perspectives. editor / Gary Granville. Vol. 1 Chicago, IL USA, 2012. pp. 89-110
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abstract = "“It’s easy to see which side you are on” (Sir Edward Carson’s comment on the paintings of Sir John Lavery)This chapter examines the potential of art education to contribute to an exploration of national identity and citizenship across the island of Ireland. Art and visual imagery has long been associated with concepts of national identity. Munro (1956) suggests that that ‘There is no better avenue than art to the understanding of past and present culture’. Eisner (1987) continuing the theme concludes that to be able to understand culture ‘...one needs to understand its manifestations in art, and to understand art, one needs to understand how culture is expressed through its content and form’ (p.20). The chapter examines some recent research activities carried out with student teachers in the National College of Art and Design in Dublin and the University of Ulster and is structured as follows. Firstly, the context is described in terms of a recently completed EU Comenius project Images and Identity: Improving Citizenship Education through Digital Art. It then outlines the extension of this research in a national context, which is presented as the ‘North South Exchange a continuum: Images and Identity project’. As a cross border initiative this aspect of the research was funded by the Standing Conference for Teacher Education: North and South (SCoTENS). The research activities, are described, and include student teachers’ responses to ‘Passion and Politics’ an exhibition of the works of Sir John Lavery at the Hugh Lane Gallery in Dublin. This was followed up by a questionnaire examining the student teachers responses to the exhibition and their perceptions about the role of the artist as a visual commentator of his times. Text data drawn from the questionnaire was analysed qualitatively and some initial findings presented. Finally the chapter concludes by reflecting upon the potential for further research and practice.",
keywords = "Student teachers, visual arts, citizenship, identity",
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note = "Reference text: Aronowitz, S. & Giroux, H, A. (1991). Postmodern Education: Politics, Culture and Social Criticism. University of Minnesota Press, Minneapolis. Arlow M. (1999) ‘Citizenship education in a contested society’ The Development Education Journal, 6:1 Arlow M. (2004) Citizenship Education in a divided Society: the case of Northern Ireland In: S.Towel and A. Harley (eds), Education, Conflict and Social Cohesion (Geneva, International Bureau of Education, UNESCO) pp. 255-314 Cavanagh, S. (1997). Content analysis concepts, methods and applications, Nurse Researcher, 4(3), pp.5-16 Council for the Curriculum, Examinations and Assessment (CCEA) (2006) Local and Global Citizenship at Key Stage 3: Preliminary Evaluation Findings, Belfast, CCEA Cresswell, J. W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (2nd edn) (Thousand Oaks, California, Sage Publications Inc. Cusack M. (2009), Images and Identity Comenius Project (Ireland), Interim Evaluation Report. Citizenship Studies Project. Trocaire/CDVEC Curriulum Development Unit. Dublin. Dawson, B (2010). The Cold Heaven in Mc Coole, S (ed) Passion and Politics, Sir John Lavery: The Salon Revisited (p,11). Dublin City Gallery, Dublin: Hugh Lane Gallery. DENI (1999), Towards a Culture of Tolerance: Education for Diversity, Report of the Working group on the Strategic Promotion of Education for Mutual Understanding, DENI. Bangor Dowe-Wamboldt, B. (1992). Content Analysis: Method, Application and Issues, Eisner, E. (1987). The role of discipline based art education in America’s schools. California: The Getty Centre for Education in the Arts. Health care for Women International, 13. pp.313-321. Granville,G. (2009) The Art is in the Tea; Educating against the Grain. Address to National Association of Youthreach Co-ordinators, Annual Conference, Athlone, 25th February 2009. Hoffmann Davis ,J. (2005) Redefining Ratso Rizzo: Learning from the Arts about Process and Reflection: The Phi Delta Kappan, Vol. 87, No. 1 September pp. 11-17. Phi Delta Kappa International. http://www.jstor.org/stable/20441921 Jordan,D. (2009) Images and Identity:Exploring Citizenship through Digital Art, Ireland. Action Research Report (Unpublished) National College of Art and Design, Dublin. 2009-2009. Executive summary report of Action Research in Ireland at www.roehampton.ac.uk/images-and-identity Kerr, D., Mc Carthy, S., & Smith, A. (2002) Citizenship Education in England, Ireland and Northern Ireland, European Journal of Education, Vol. 37, No. 2, Blackwell Publishers. Kondracki, N.L and Wellman, N. S. (2002) Content analysis: Review of methods and their applications in nutrition education, Journal of Nutrition Education and Behaviour, 34.pp.224-230. Krippendorff, K. (1980). Content Analysis: An Introduction to its Methodology. Newbury Park, CA:Sage. Mason, R. (2009) Image and Identity Ireland, Executive Summary Report of Action Research, Roehampton University. www.roehampton.ac.uk/images-and-identity Accessed February 2011 Mason, R. (2010) Images and Identity: Improving Citizenship Education through Digital Art. Comenius Report , European Commission, Brussels http://www.image-identity.eu Accessed February 2011 Mezirow, Jack (1999) Transformation theory - post-modern issues. Adult Education Research Conference http;//www.edst.educ.ubc.ca/aerc/1999/99mezirow.htm Mc Tavish, D. G and Pirro,E.B. (1990). Contextual Content Analysis, Quality and Quantity, 24, pp.245-265. Miles, M.B.and Huberman, A.M., (1984). Qualitative Data Analysis, Beverly Hills,CA., Sage. National Gallery of Ireland http://onlinecollection.nationalgallery.ie/view/objects/asitem/search$0040/0?t:state:flow=1b119535-0ca0-404f-983f-130088512adc (accessed January 2011) NCCA, (1996). http://www.curriculumonline.ie/en/Post Primary Curriculum/Junior_Cycle_Curriculum/Junior_Certificate_Subjects/History/History_Syllabus/History_Syllabus.pdf (accessed January, 2011) Patton, M.Q. (2002) Qualitative research and evaluation methods, Thousand Oaks, CA. Sage. Rossi, P.H., and Freeman, H. (1993) Evaluation: A Systematic Approach. 5th ed. Thousand Oaks, CA: Sage Publications. Smith A. (2003) ‘Citizenship Education in Northern Ireland: beyond national identity’, Cambridge Journal of Education, 33:1pp.15-31. Taylor, Charles. (1992). ‘The Expressivist Turn’ pp.377, chapter 21 in Sources of the Self: The Making of the Modern Identity. Cambridge MA: Cambridge University Press. Tesch, R. (1990). Qualitative Research: Analysis types and software tools, Bristol PA. Falmer. Weber, R.P. (1990). Basic Content Analysis, 2nd ed. Newbury Park, CA. Vaughan, S., Schumm, J. S. and Sinagub, J. (1996) Focus Group Interviews in Education and Psychology, Thousand Oaks, CA., Sage.",
year = "2012",
language = "English",
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volume = "1",
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editor = "Gary Granville",
booktitle = "Art Education and Contemporary Culture: Irish experiences, international perspectives",

}

Jordan, D & Lambe, J 2012, 'It's Easy to See which Side You are on': Northern and Southern Irish Student Teachers' Reflections on Art and Identity. in G Granville (ed.), Art Education and Contemporary Culture: Irish experiences, international perspectives. vol. 1, Chicago, IL USA, pp. 89-110.

'It's Easy to See which Side You are on': Northern and Southern Irish Student Teachers' Reflections on Art and Identity. / Jordan, Dervil; Lambe, Jackie.

Art Education and Contemporary Culture: Irish experiences, international perspectives. ed. / Gary Granville. Vol. 1 Chicago, IL USA, 2012. p. 89-110.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - 'It's Easy to See which Side You are on': Northern and Southern Irish Student Teachers' Reflections on Art and Identity

AU - Jordan, Dervil

AU - Lambe, Jackie

N1 - Reference text: Aronowitz, S. & Giroux, H, A. (1991). Postmodern Education: Politics, Culture and Social Criticism. University of Minnesota Press, Minneapolis. Arlow M. (1999) ‘Citizenship education in a contested society’ The Development Education Journal, 6:1 Arlow M. (2004) Citizenship Education in a divided Society: the case of Northern Ireland In: S.Towel and A. Harley (eds), Education, Conflict and Social Cohesion (Geneva, International Bureau of Education, UNESCO) pp. 255-314 Cavanagh, S. (1997). Content analysis concepts, methods and applications, Nurse Researcher, 4(3), pp.5-16 Council for the Curriculum, Examinations and Assessment (CCEA) (2006) Local and Global Citizenship at Key Stage 3: Preliminary Evaluation Findings, Belfast, CCEA Cresswell, J. W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (2nd edn) (Thousand Oaks, California, Sage Publications Inc. Cusack M. (2009), Images and Identity Comenius Project (Ireland), Interim Evaluation Report. Citizenship Studies Project. Trocaire/CDVEC Curriulum Development Unit. Dublin. Dawson, B (2010). The Cold Heaven in Mc Coole, S (ed) Passion and Politics, Sir John Lavery: The Salon Revisited (p,11). Dublin City Gallery, Dublin: Hugh Lane Gallery. DENI (1999), Towards a Culture of Tolerance: Education for Diversity, Report of the Working group on the Strategic Promotion of Education for Mutual Understanding, DENI. Bangor Dowe-Wamboldt, B. (1992). Content Analysis: Method, Application and Issues, Eisner, E. (1987). The role of discipline based art education in America’s schools. California: The Getty Centre for Education in the Arts. Health care for Women International, 13. pp.313-321. Granville,G. (2009) The Art is in the Tea; Educating against the Grain. Address to National Association of Youthreach Co-ordinators, Annual Conference, Athlone, 25th February 2009. Hoffmann Davis ,J. (2005) Redefining Ratso Rizzo: Learning from the Arts about Process and Reflection: The Phi Delta Kappan, Vol. 87, No. 1 September pp. 11-17. Phi Delta Kappa International. http://www.jstor.org/stable/20441921 Jordan,D. (2009) Images and Identity:Exploring Citizenship through Digital Art, Ireland. Action Research Report (Unpublished) National College of Art and Design, Dublin. 2009-2009. Executive summary report of Action Research in Ireland at www.roehampton.ac.uk/images-and-identity Kerr, D., Mc Carthy, S., & Smith, A. (2002) Citizenship Education in England, Ireland and Northern Ireland, European Journal of Education, Vol. 37, No. 2, Blackwell Publishers. Kondracki, N.L and Wellman, N. S. (2002) Content analysis: Review of methods and their applications in nutrition education, Journal of Nutrition Education and Behaviour, 34.pp.224-230. Krippendorff, K. (1980). Content Analysis: An Introduction to its Methodology. Newbury Park, CA:Sage. Mason, R. (2009) Image and Identity Ireland, Executive Summary Report of Action Research, Roehampton University. www.roehampton.ac.uk/images-and-identity Accessed February 2011 Mason, R. (2010) Images and Identity: Improving Citizenship Education through Digital Art. Comenius Report , European Commission, Brussels http://www.image-identity.eu Accessed February 2011 Mezirow, Jack (1999) Transformation theory - post-modern issues. Adult Education Research Conference http;//www.edst.educ.ubc.ca/aerc/1999/99mezirow.htm Mc Tavish, D. G and Pirro,E.B. (1990). Contextual Content Analysis, Quality and Quantity, 24, pp.245-265. Miles, M.B.and Huberman, A.M., (1984). Qualitative Data Analysis, Beverly Hills,CA., Sage. National Gallery of Ireland http://onlinecollection.nationalgallery.ie/view/objects/asitem/search$0040/0?t:state:flow=1b119535-0ca0-404f-983f-130088512adc (accessed January 2011) NCCA, (1996). http://www.curriculumonline.ie/en/Post Primary Curriculum/Junior_Cycle_Curriculum/Junior_Certificate_Subjects/History/History_Syllabus/History_Syllabus.pdf (accessed January, 2011) Patton, M.Q. (2002) Qualitative research and evaluation methods, Thousand Oaks, CA. Sage. Rossi, P.H., and Freeman, H. (1993) Evaluation: A Systematic Approach. 5th ed. Thousand Oaks, CA: Sage Publications. Smith A. (2003) ‘Citizenship Education in Northern Ireland: beyond national identity’, Cambridge Journal of Education, 33:1pp.15-31. Taylor, Charles. (1992). ‘The Expressivist Turn’ pp.377, chapter 21 in Sources of the Self: The Making of the Modern Identity. Cambridge MA: Cambridge University Press. Tesch, R. (1990). Qualitative Research: Analysis types and software tools, Bristol PA. Falmer. Weber, R.P. (1990). Basic Content Analysis, 2nd ed. Newbury Park, CA. Vaughan, S., Schumm, J. S. and Sinagub, J. (1996) Focus Group Interviews in Education and Psychology, Thousand Oaks, CA., Sage.

PY - 2012

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N2 - “It’s easy to see which side you are on” (Sir Edward Carson’s comment on the paintings of Sir John Lavery)This chapter examines the potential of art education to contribute to an exploration of national identity and citizenship across the island of Ireland. Art and visual imagery has long been associated with concepts of national identity. Munro (1956) suggests that that ‘There is no better avenue than art to the understanding of past and present culture’. Eisner (1987) continuing the theme concludes that to be able to understand culture ‘...one needs to understand its manifestations in art, and to understand art, one needs to understand how culture is expressed through its content and form’ (p.20). The chapter examines some recent research activities carried out with student teachers in the National College of Art and Design in Dublin and the University of Ulster and is structured as follows. Firstly, the context is described in terms of a recently completed EU Comenius project Images and Identity: Improving Citizenship Education through Digital Art. It then outlines the extension of this research in a national context, which is presented as the ‘North South Exchange a continuum: Images and Identity project’. As a cross border initiative this aspect of the research was funded by the Standing Conference for Teacher Education: North and South (SCoTENS). The research activities, are described, and include student teachers’ responses to ‘Passion and Politics’ an exhibition of the works of Sir John Lavery at the Hugh Lane Gallery in Dublin. This was followed up by a questionnaire examining the student teachers responses to the exhibition and their perceptions about the role of the artist as a visual commentator of his times. Text data drawn from the questionnaire was analysed qualitatively and some initial findings presented. Finally the chapter concludes by reflecting upon the potential for further research and practice.

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KW - visual arts

KW - citizenship

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SN - 978-1-84150-546-6

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BT - Art Education and Contemporary Culture: Irish experiences, international perspectives

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Jordan D, Lambe J. 'It's Easy to See which Side You are on': Northern and Southern Irish Student Teachers' Reflections on Art and Identity. In Granville G, editor, Art Education and Contemporary Culture: Irish experiences, international perspectives. Vol. 1. Chicago, IL USA. 2012. p. 89-110