The emergence of the concept known as ‘Artists-In-Schools’ (AiS) in the English educational environment, over the last decades, has shown the effectiveness of this approach; rendering Art as an integral part of the educational system. Through AiS programmes artists have been given the opportunity to enter the school environment and, through different projects, contribute to the educational development of students at different scholastic levels. As a result, schools in the United Kingdom and the US, for example, have experienced various benefits with respect to the schools, resident art teachers, the visiting artists and, most importantly, the students themselves.

This dissertation uses interviews with local art teachers and professional artists to assess how these two distinct parties could be affected and involved within an AiS Programme. It also defines the role of the artist within such a programme and examines the historical development and philosophy of such an initiative against the educational gains and issues raised when art meets education.

This study invites the reader to seriously consider the advantages of introducing practising artists within the sphere of education. It identifies a number of tangible problems that may potentially hinder the introduction of an AiS programme within Maltese State secondary schools. Whilst local artists and art teachers have shown an interest in participating in an AiS Programme, the evident difficulties must be overcome before this initiative can be deemed a success.

B.Ed.(Hons.)

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