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Artist narratives: Artmaking and te...

Markello, Carrie (Carol) Green.

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Artist narratives: Artmaking and teaching discourses on the professional landscape.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Artist narratives: Artmaking and teaching discourses on the professional landscape./
作者:	Markello, Carrie (Carol) Green.
面頁冊數:	334 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4416.
Contained By:	Dissertation Abstracts International67-12A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3243979
ISBN:	9780542999383

Artist narratives: Artmaking and teaching discourses on the professional landscape.
Markello, Carrie (Carol) Green.

Artist narratives: Artmaking and teaching discourses on the professional landscape. - 334 p.

Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4416.

Thesis (Ed.D.)--University of Houston, 2006.

The historical/cultural/political discourses and perceived values and beliefs of artmaking within schools and society are illuminated through the narratives of lived-experiences of three artists. Based upon a preliminary study (Markello, 2005) that explored written and oral discourse surrounding the artmaking process, the transformations of three artists' experiences in their artmaking, their personal discourse, their social awareness and development, their particular personal contexts, and the impact these narratives have upon art education will be studied. If we view art education as a hybrid form, the overarching discourses of modern and postmodern thought embedded in the histories of art and art education (Efland, 1990; Siegesmund, 1998) and found within aesthetic and cultural contexts (Neperud, 1995) form the foundational construct for the narratives of the artists' artmaking and teaching experiences.

ISBN: 9780542999383Subjects--Topical Terms:

1018432
Education, Art.

Artist narratives: Artmaking and teaching discourses on the professional landscape.
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500 $a Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4416.
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502 $a Thesis (Ed.D.)--University of Houston, 2006.
520 $a The historical/cultural/political discourses and perceived values and beliefs of artmaking within schools and society are illuminated through the narratives of lived-experiences of three artists. Based upon a preliminary study (Markello, 2005) that explored written and oral discourse surrounding the artmaking process, the transformations of three artists' experiences in their artmaking, their personal discourse, their social awareness and development, their particular personal contexts, and the impact these narratives have upon art education will be studied. If we view art education as a hybrid form, the overarching discourses of modern and postmodern thought embedded in the histories of art and art education (Efland, 1990; Siegesmund, 1998) and found within aesthetic and cultural contexts (Neperud, 1995) form the foundational construct for the narratives of the artists' artmaking and teaching experiences.
520 $a The view of the primacy of language over artmaking (Eisner, 2002), the theoretical concepts of embodied (Craig, 2001; Johnson, 1989) and somatic knowledge (Eisner, 2002), as well as the notion of transcognition (Sullivan, 2005) are considered. The "doing" of the artmaking process requires imagination and a balance between doing and reflecting upon our actions (Dewey, 1910/1997). The idea of "doing and undergoing" (Dewey, 1934, p. 204) and reflection are further explored through the reflective "back-talk" (Schon, 1983, p. 48), the critique process (Barrett, 1988, 1991, 1994, 2000a, 2000b), and the transformational process (Sullivan, 2005) that occur in the artists' artmaking and teaching experiences.
520 $a Narrative inquiry (Clandinin & Connelly, 2000) is used as a method to provide specific in-depth views of the artists' lived experiences. The narratives of lived experiences of the convenience sample of three single women, each between 25 and 35 years of age, working in diverse educational settings provides glimpses into the development of their artistic ideas, the importance of relevant issues to their work, the function of constructive critical feedback, and their social awareness. The narratives of these artists provide insight into the intersection of overarching, as well as oral and written discourses related to their particular artmaking practice. This glimpse sheds light on the artists' roles as artmakers and educators providing exemplars for art educators.
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