“In the context of one of the most difficult times for art and design education that I can remember, Dr Rachel Payne’s timely volume gives hope; it provides a valuable and inspirational resource for established and aspiring creative practitioners concerned with meaningful teaching and learning.”
Richard Hickman, Fellow of NSEAD, UK

“Those of us in the arts who need reassurance that our work matters, that our work remains essential to a holistic education for children, youth and adults, and that artist-teachers can reclaim, recover, and reimagine their professional practices in the midst of governmental controls – then, this is our book.”
Rita Irwin, Professor of Art Education, The University of British Columbia, Canada


More than most educators, art teachers have to negotiate two professional identities of artist and teacher. In Professional Learning for Artist Teachers: Pedagogy, Practice and Partnership in UK Contexts, Rachel Payne brings together innovative discourse from academics, artists, researchers and professionals working for cultural organisations to support the symbiosis of artist and teacher.
Professional Learning for Artist Teachers is a book of balance, combining theory and practice to offer pedagogic strategies, and placing great importance on individual contexts while considering external factors. The text:
•Comprises a wide range of bespoke perspectives and experiential content
•Explores cultural partnerships within higher education programmes
•Focuses on the UK context while examining how the field differs regionally, nationally and internationally
Offering pedagogic and practical insights drawing from the contributing authors'' extensive experience, this book will be of interest to practitioners, academics and students alike. 


Rachel Payne is the Deputy Head for Education and Student Experience at Oxford Brookes University, UK. Here she is also subject coordinator for the MA Education: Artist Teacher Practice, which is run in partnership with the Pitt Rivers Museum, University of Oxford, UK.

“In the context of one of the most difficult times for art and design education that I can remember, Dr Rachel Payne’s timely volume gives hope; it provides a valuable and inspirational resource for established and aspiring creative practitioners concerned with meaningful teaching and learning.”
Richard Hickman, Fellow of NSEAD, UK

“Those of us in the arts who need reassurance that our work matters, that our work remains essential to a holistic education for children, youth and adults, and that artist-teachers can reclaim, recover, and reimagine their professional practices in the midst of governmental controls – then, this is our book.”
Rita Irwin, Professor of Art Education, The University of British Columbia, Canada


More than most educators, art teachers have to negotiate two professional identities of artist and teacher. In Professional Learning for Artist Teachers: Pedagogy, Practice and Partnership in UK Contexts, Rachel Payne brings together innovative discourse from academics, artists, researchers and professionals working for cultural organisations to support the symbiosis of artist and teacher.
Professional Learning for Artist Teachers is a book of balance, combining theory and practice to offer pedagogic strategies, and placing great importance on individual contexts while considering external factors. The text:
•Comprises a wide range of bespoke perspectives and experiential content
•Explores cultural partnerships within higher education programmes
•Focuses on the UK context while examining how the field differs regionally, nationally and internationally
Offering pedagogic and practical insights drawing from the contributing authors'' extensive experience, this book will be of interest to practitioners, academics and students alike. 


Rachel Payne is the Deputy Head for Education and Student Experience at Oxford Brookes University, UK. Here she is also subject coordinator for the MA Education: Artist Teacher Practice, which is run in partnership with the Pitt Rivers Museum, University of Oxford, UK.

“In the context of one of the most difficult times for art and design education that I can remember, Dr Rachel Payne’s timely volume gives hope; it provides a valuable and inspirational resource for established and aspiring creative practitioners concerned with meaningful teaching and learning.”
Richard Hickman, Fellow of NSEAD, UK

“Those of us in the arts who need reassurance that our work matters, that our work remains essential to a holistic education for children, youth and adults, and that artist-teachers can reclaim, recover, and reimagine their professional practices in the midst of governmental controls – then, this is our book.”
Rita Irwin, Professor of Art Education, The University of British Columbia, Canada


More than most educators, art teachers have to negotiate two professional identities of artist and teacher. In Professional Learning for Artist Teachers: Pedagogy, Practice and Partnership in UK Contexts, Rachel Payne brings together innovative discourse from academics, artists, researchers and professionals working for cultural organisations to support the symbiosis of artist and teacher.
Professional Learning for Artist Teachers is a book of balance, combining theory and practice to offer pedagogic strategies, and placing great importance on individual contexts while considering external factors. The text:
•Comprises a wide range of bespoke perspectives and experiential content
•Explores cultural partnerships within higher education programmes
•Focuses on the UK context while examining how the field differs regionally, nationally and internationally
Offering pedagogic and practical insights drawing from the contributing authors'' extensive experience, this book will be of interest to practitioners, academics and students alike. 


Rachel Payne is the Deputy Head for Education and Student Experience at Oxford Brookes University, UK. Here she is also subject coordinator for the MA Education: Artist Teacher Practice, which is run in partnership with the Pitt Rivers Museum, University of Oxford, UK.