Profiles

Sarah Brooke

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Sarah Brooke

PhD Candidate, Casual Academic

Off-Campus

Ms Sarah Brooke is a current PhD candidate in visual arts education research with the University of Tasmanian at the College of Arts, Law and Education (CALE), Sarah works sessionally with the University of Tasmania as a Unit Coordinator, Lecturer and Tutor in arts education.

Biography

Before joining the University of Tasmania, Sarah was and is still a high school specialist visual arts teacher within the Tasmanian Department of Education with over 13 years experience working in both schools and the wider community to enhance and engage children in visual arts education.

Career summary

Qualifications

  • Med, University of Tasmania, Australia, 2014. Thesis: Visual Arts Education: Perceptions of Primary School Teachers
  • Grad DipEd, LaTrobe University, Australia, 2008
  • BCA, University of Tasmania, Australia, 2007

Memberships

Professional practice

Vice President: Tasmanian Art Teachers Association (TATA)

Member: Australian Association for Research in Education (AARE)

Member: InSea

Teaching

Teaching expertise

BEd: Arts Education: Music and Visual Arts

MTeach: Introduction to Arts Education

MTeach: Foundations of Arts Education

MTeach: Arts Pedagogy

MTeach: Arts Partnerships in Education

View more on Mrs Sarah Brooke in WARP

Expertise

Sarah uses arts based and storied research methodologies to engage in inquiry-based processes working with teachers to explore and understand their confidence and competence in visual arts education.

Awards

  • Sue Napier Fellowship in Education 2021
  • Sue Napier Fellowship in Education 2014

Fields of Research

  • Teacher education and professional development of educators (390307)
  • Primary education (390304)

Research Objectives

  • Teacher and instructor development (160303)
  • Other education and training (169999)

Publications

  • Baker, W., & Astell, S. (2015). Visual arts education, teacher choice, accountability and curricula in Tasmanian K-6 primary schools. Paper presented at the Australian Association for Educational Research, Perth.
  • Baker, W., & Astell, S. (2015). A snapshot of visual arts education in Tasmanian K-6 classrooms. Paper presendted at the Australian Association for Educational Research, Perth.
  • Contiguity: A sharing of stories (2021). PhD research exhibition. Devonport Regional Gallery.
  • Visual Art Professional Learning for primary and secondary teachers (2021) Devonport Gallery. Organised in conjuction with the Tasmanian Art Teachers Assoc.
  • Brooke, S., MacDonald, A., & Hunter, M.A. (2021). Rendering Generalist Primary Teachers’ experiences of becoming pedagogical through making and responding in visual art, Australian Association for Research in Education Conference 2021, 28th November – 2nd December, 2021 (Online).Retrieved on 15th January, 2022 from: https://aare2021-c72175.eorganiser.com.au/index.php?r=programWebService/newIndex#!/event

Total publications

4

Journal Article

(1 outputs)
YearCitationAltmetrics
2022Brooke S, MacDonald A, 'Contiguity, collaboration and community: becoming-literate in the intra-connected ecology of things; as people in place through practice and process', Climate Literacy for Art Educators, (13) pp. 18-23. ISSN 2414-3332 (2022) [Refereed Article]

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Co-authors: MacDonald A

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Conference Publication

(3 outputs)
YearCitationAltmetrics
2021Brooke S, MacDonald A, Hunter MA, 'Rendering Generalist Primary Teachers' Experiences of Becoming Pedagogical through Making and Responding in Visual Art', RMIT University, 28 November - 2 December 2021, Virtual Conference, pp. 1- abstract. (2021) [Conference Extract]

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Co-authors: MacDonald A

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2015Baker W, Astell S, 'A snapshot of visual arts education in Tasmanian K-6 classrooms', AARE Conference Proceedings, 29 November - 3 December 2015, University of Notre Dame, pp. 1-12. ISSN 1324-9320 (2015) [Refereed Conference Paper]

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Co-authors: Baker W

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2015Baker W, Astell S, 'Visual arts education, teacher choice, accountability and curricula in Tasmanian K-6 primary schools', AARE Conference Proceedings, 29 November - 3 December 2015, University of Notre Dame, pp. 1-12. ISSN 1324-9320 (2015) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Baker W

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