Designing a future through imaginative responses to arts teaching

![CDATA[This chapter is a reflective inquiry by two arts-education researchers on arts education in two culturally diverse primary/elementary schools. These two case studies are from a broader research study of the Fresh Artist-in-Residence (Fresh AIR) Initiative (2014–2016) in New South Wales (Australia) that investigated the impact of teaching artists (hereafter referred to as artists) engaged in a sustained three-year AIR study in six Sydney government schools (Hatton & Mooney, 2017). In this arts design model, professional artists work alongside teachers to productively immerse young people in a participatory design pedagogy ensuring the learner has agency over their arts practice. Artists used their expert arts knowledge and practice to design learning experiences that considered ‘ill-defined problems’ (Cross, 2010, p. 12) followed by directing the art design and making phases in solving problems during the construction of a creative product. This model confirmed the educational value to students as they transformed into artists through an enriched intellectual culture with an outlook of innovation. This arts design model frames learning when students participate in the design process.]]