Cultivating Creativity: Best Practices for the Art Classroom

So today, I begin documenting my journey, not as an endpoint, but as an evolving process of learning, teaching, and research.

To be a teacher-researcher has always been a significant life goal for me. I have always known, from a very young age, that I wanted to be a teacher, and I worked hard to get there. Once I started teaching, I committed fully to the role, and I loved it. I began my career teaching in metropolitan schools, quickly realised it was not quite my long-term fit, and then decided to complete my country service. It was during this time that I realised my future lay in academia and research, with the long-term goal of one day becoming a published Professor. I later returned to a metropolitan role, bringing those experiences with me.

As I continued teaching, I began to notice key gaps in how Visual Arts teaching is supported, particularly around the expectation that teachers maintain artistic practice alongside curriculum demands. I became increasingly aware of how these expectations impact teacher self-efficacy and professional identity, not only as educators, but as artists. And now, here I am: a full-time high school Visual Arts teacher and a part-time university research student.

To me, being both a teacher and a researcher in practice means being on the ground where the “action” is. It means continuing to gain lived experience in the classroom while also engaging critically with research. Studying at Griffith University has allowed me to value both classroom experience and rigorous research as equally important forms of knowledge.

Do not get me wrong, I love teaching. When I am in the classroom, it is my absolute happy place. At the same time, there are, and will always be, systemic issues within education that mean the experience is not always rose-coloured. Holding space for both realities feels important.

So, why document this journey?

To me, Visual Arts, and Arts education more broadly, matters. Being exposed to the Arts provides humans with powerful skills. Creativity drives every aspect of our lives. It shapes who we are and how we represent ourselves within society. When we are unable to communicate feelings through words, we can do so visually, musically, or performatively. If visual communication is not your preference, there is language, poetry, and literature that can transport us into other worlds. Our students need this exposure.

However, to provide meaningful Arts education, teachers need more than curriculum knowledge alone. They need confidence, creative capacity, and lived experience as practitioners. As a Visual Arts teacher, I need to know artistic skills and techniques, but I will be honest, I do not always find fulfilment in producing curriculum-based teacher models. What I would love is to set up my easel at home, pull out the oil paints, and paint as I did when I was in art school.

The reality is that time is limited. Planning, marking, and administrative responsibilities often take priority. Over time, personal art practice can diminish. When this happens, confidence and self-efficacy can be impacted, which in turn affects professional identity. These are not personal failings. They are structural tensions. And they are rarely discussed openly during university training.

This is where my research sits.

My work is grounded in Feminist Standpoint Theory. In simple terms, this framework values lived experience and seeks to give voice to those who have historically been marginalised or erased through androcentric and Eurocentric systems. It challenges the dominance of canonised Western perspectives and centres the knowledge of those whose voices have been overlooked. You will see me refer often to Feminist Standpoint Theory, or FST, throughout this blog, as it underpins both my research and how I make sense of teaching and creative practice.

So, where am I right now?

I am currently completing a Master of Professional Research Studies at Griffith University. In 2025, I submitted my thesis dissertation for examination and have since received examiner feedback with minor amendments. This process is entirely normal within research degrees, and engaging with examiner feedback has been a significant learning experience for me. It has strengthened my academic writing, sharpened my thinking, and reinforced the value of critical, supportive academic mentorship.

Once these amendments are complete and my degree is formally conferred, I will transition into the next stage of my research journey. I will commence a Master of Philosophy, with the intention of applying for transfer into a Doctor of Philosophy by the end of 2026. This next step feels both daunting and deeply exciting, and it marks a continued commitment to developing as a teacher-researcher.

So, what do I want this blog to become?

Through this space, I want to document how I am going personally, the highs and the lows, while also making visible what it means to be a teacher-researcher in practice. I want to give voice to the research process, to share insights, and, where possible, to support or inspire others who may be considering a similar path.

This journey is not about perfection. It is about curiosity, reflection, and commitment to students, to creativity, and to meaningful research grounded in lived experience. If this journey resonates with others, whether teachers, students, or emerging researchers, I hope it encourages curiosity, confidence, and the courage to begin.

So, here we go. Documenting the journey, one step at a time.