Artists working in schools bring with them a set of understandings about what they are doing and why.
The artists we observed at work seemed to act and speak quite consistently. When we spoke to them about what they believed was most important to the work that they did in schools they told us that they did not see themselves as teachers. However they did see themselves as being involved in education and they had strong views about what this meant.
(1) beliefs about the underpinnings of good education - these were strongly values based, and were expressed as commitments to ethical practices, and
(2) understandings about what education was for - they were clear about why education was important and were committed to particular kinds of educational purposes.