ABSTRACT
Preparing secondary school art specialists is not just about preparing educators for teaching art, it is also about artists preparing to teach and artists preparing to produce art while teaching. The Summerhill Residency invited teacher candidates to consider how learning in the margins might be a productive place to think about processes of teaching and learning. Teacher candidates were asked to take responsibility for creating their own artistic marginalia. While many teacher candidates were unfamiliar with art as social practice, they were open to learning through the experience. Learning as an intervention opened the space for reflecting the messiness of what it means to be an artist and a pedagogue. Teacher education programmes are known as places in which teachers teach others to teach. Socially engaged art practice engages a community in problem solving by labouring together through difficult topics and ideas.
