Papers by Georgina Barton
The Australian Educational Researcher
Teaching writing is complex and research related to approaches that support students’ understandi... more Teaching writing is complex and research related to approaches that support students’ understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer’s critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers.
This paper examines how educational research can be presented in a creative way, through alternat... more This paper examines how educational research can be presented in a creative way, through alternative modes of representation such as the novel, short story and poetry. Thus the writing of research becomes artistic practice, where the researcher-writer acts as novelist, poet, short story writer. The paper specifically addresses how this occurred in the writing of a short story titled Leaving Teaching, which centres on the issue of male primary school music teacher attrition. Issues about writing in this mode that are addressed include justifying such a presentation as "research", relevance to a wide readership, and personal benefits for the researcher-writer. David had a grade five class. The kids had just come into class from lunch. They were hot and sweaty, as was David. The city was going through a heatwave. "Okay," said David, ''we've got some maths to catch up on." Half the class groaned. The other half were too exhausted to groan. "Mr Williams, we're always catching up on maths," said Josh, who was one of his best when it came to maths.. "Tell me about it," said David. The class laughed. And David realised that he'd said this aloud-something which he'd only meant to say in his head. He wiped sweat from his forehead, realising he'd been Wiping sweat throughout February and into most of March ever since he'd been teaching. Afternoons were unbearable, too hot to operate in. For him and his kids. But despite annual requests/demands from teachers and parents for air conditioning, none came. The school did not have the money for it, and despite endless promises the state government still had not come through with any funding. "What about singing?" said Josh. "Instead of maths." Half a dozen children nodded, brightening up. "Yeah," voices murmured. Voices soon joined by others at the thought of something other than maths. "I'll get your guitar," said Josh, standing up before David could put a lid on it. "Okay," he said, smiling despite himself. Despite knowing that Bob McDonald, his teaching partner, would not be happy. Bob had already begun a maths lesson with his class. David knew the sound of his class singing would soon distract the children on the other side of the double teaching area. "Sam, close the folding doors please," said David. Bob was not a fan of music. "It's a frills subject," he'd once told David. "Like art and dance and drama. They've got a place-the school concert at the end ofthe year, when we've finished with the real teaching." It wasn't the most sensitive thing to say to David, considering the amount of music teaching he did in the school. Although he had a grade five class, he only taught them two days a week. The remaining three days he taught the rest of the school music; half an hour for each class. Meanwhile his grade five class was taught by two supply teachers on the three days he taught music. As much as David loved teaching music, he felt guilty about leaving his class in other hands for so long. David moved to what his class called their "Music Space", a comer ofthe room that was carpeted, with musical instruments in boxes and posters of musicians and musical instruments on the walls. "Okay," said David, "let's warm up with 'The Underwear Song'." It was a class favourite-a novelty song, an easy one to sing. The class sung it once. Requests came to sing it again. David complied. But halfway through the second rendition the folding door opened and in strode Bob. David stopped strumming the guitar, but his class kept singing until they reached the end ofthe song. "Mister Williams, I am trying to teach next door. Could you please have the courtesy not to indulge in music at this point in time? According to your teaching timetable your class's music time is nine on a Wednesday morning. You may correct me ifl'm wrong, but I do not think it is nine o'clock on a Wednesday morning." David went red in the face. His voice caught in his throat. And before he could find it, Bob had left the room. He looked at his class. Some waited for him to speak. Others were looking at the departing Bob. David was awash with embarrassment and humiliation. He briefly closed his eyes. When he opened them his embarrassment had turned to anger-at Bob's pettiness, at the heat, at the lack of support he got from the administration team in trying to teach music in the school and run his own class. It was at that moment when David first contemplated throwing it all in. l roceeoirqs ot) \ Conference I t stre iu t I sse cu tier fer J ESE< ref ir I i sic I Cl a tier
Springer briefs in education, 2023
Springer briefs in education, 2023
Springer briefs in education, 2023
Springer briefs in education, 2023
SpringerBriefs in Education
Change in education is inevitable and some say that education is in a ‘constant state of flux'... more Change in education is inevitable and some say that education is in a ‘constant state of flux' (Neil & Morgan, 2003). With the introduction of the Australian Curriculum: the Arts, arts teachers, including dance, drama, media arts, music and visual arts, see yet another change. However, this time it is not at the state/territory level, for example, in Queensland in 2002 the 1-10 Arts curriculum was implemented and then in 2007 The Arts: Essential Learnings; in Tasmania. This change is at the national level with the implementation of the Australian Curriculum: The Arts. This paper explores how teachers of the arts are dealing with another curriculum change, but this time at the national level. This paper will suggest that teachers need to look inward first by reflecting on their own personal curriculum journey. Adopting Ewing's (2010) notion that curriculum is a complex web of varying stories and storylines that are impacted on by teachers' underlying philosophy we suggest that arts teachers embrace the intent behind the Australian Curriculum: The Arts. The learning dimensions of conceptualising, experimenting and developing, reflecting, resolving and communicating can be applied to investigating the implementation of the new curriculum. It will be argued that contemplating these dimensions will directly impact on students' learning experiences in the classroom. The paper will share data from a number of arts teachers' interviews with the authors in relation to their thoughts on the implementation of the new curriculum. It was found that a number of common and important themes emerged from these interviews including: challenges and change; approaches to teaching the arts; and personal attributes. Many of the teachers discussed the challenges ahead but those that had more experience were not as concerned as they had encountered such change before. Interestingly, a number of qualities associated with arts practitioners such as creative and lateral thinking, resilience and flexibility were evident in the responses that were given.
Curriculum Perspectives
Aesthetics is a broad topic viewed from a number of perspectives. This paper understands aestheti... more Aesthetics is a broad topic viewed from a number of perspectives. This paper understands aesthetics to involve beauty and design, and it is used to communicate meaning, particularly in multimodal texts. Knowledge of aesthetics is necessary for effective communication both during and post-schooling as many professions use aesthetics in their line of work. Yet very little is known about when and how they are taught in schools despite their inclusion in the curriculum. Using Appraisal Theory as a framework, this paper shares interview and focuses group data from students, teachers, and employers regarding the teaching of aesthetics and their importance for job readiness. Findings from the research showed several themes including the recognition that aesthetics is important, the lack of explicit teaching related to aesthetics, and the implicit knowledge of aesthetics by students, teachers, and employers. The study points to the need for aesthetic literacies to be taught more explicitly ...
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Museum Management and Curatorship
Australian Journal of Language and Literacy (AJLL), Feb 1, 2021
Classroom Discourse, 2021
Developing Literacy and the Arts in Schools, 2019
Professional and practice-based learning brings together international research on the individual... more Professional and practice-based learning brings together international research on the individual development of professionals and the organisation of professional life and educational experiences. It complements the Springer journal Vocations and Learning: Studies in vocational and professional education.
University "Music sucks!" These words are often spoken by year eight students when referring to t... more University "Music sucks!" These words are often spoken by year eight students when referring to their classroom music lessons. This perception of music changes dramatically when they leave the school grounds and 'plug in' their walkmans. How do we engage these young adolescents in the music making process? This paper details the results of a ten week action research project that was conducted in collaboration with another music teacher in a year eight classroom for my doctoral thesis. Also included in the paper is a small case study of one of the students-Steve. It details his progress over the ten week period. The project explored issues that confront year eights generally, in the contemporary music teaching and learning context. It contributes to the body of knowledge that provides ideas for music teachers in planning experiences for their students.
The Australian Educational Researcher
Publishing in the academy is a high-stakes activity often used to measure academic staff progress... more Publishing in the academy is a high-stakes activity often used to measure academic staff progress and inform promotion. Many universities have increased pressure on academics, even at the earliest stages of their careers, to publish in high-ranking journals resulting in increased stress and uncertainty. The authors of this paper are members of a writing group in an Australian regional university, established to support each other towards success in quality research and publishing. Over the 2020–2021 summer semester, six members of the group decided to reflect on their experiences, emotions and outcomes throughout the writing process by participating in four reflective arts-based activities. Theoretical frameworks of reflection and metaphor were used to share findings. Strong evidence of having to grapple with meeting university expectations in tension with personal goals and passions was ever-present. The importance of drawing on both personal resources and significant others to man...
Reimagining the Academy, 2021
Developing Literacy and the Arts in Schools, 2019
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Papers by Georgina Barton