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The artist/teacher connection in pre...

Elliott, Shannon E.

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The artist/teacher connection in preservice art education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The artist/teacher connection in preservice art education./
作者:	Elliott, Shannon E.
面頁冊數:	259 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1620.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3220551
ISBN:	9780542714269

The artist/teacher connection in preservice art education.
Elliott, Shannon E.

The artist/teacher connection in preservice art education. - 259 p.

Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1620.

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

In this paper I problematize the challenges the art teacher educator encounters when fostering authentic art making approaches in preservice art education. I situate these challenges within existing, layered theoretical paradigms in art education. Following this, my dissertation research focuses on analyzing the data derived from a pilot course I developed and taught. Specifically, I examine how a course designed to promote a constructivist and primarily postmodern perspective influenced how preservice art teachers gained awareness of their identities as artists, as teachers, and ultimately, as artist/teachers.

ISBN: 9780542714269Subjects--Topical Terms:

1018432
Education, Art.

The artist/teacher connection in preservice art education.
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502 $a Thesis (Ed.D.)--University of Rochester, 2006.
520 $a In this paper I problematize the challenges the art teacher educator encounters when fostering authentic art making approaches in preservice art education. I situate these challenges within existing, layered theoretical paradigms in art education. Following this, my dissertation research focuses on analyzing the data derived from a pilot course I developed and taught. Specifically, I examine how a course designed to promote a constructivist and primarily postmodern perspective influenced how preservice art teachers gained awareness of their identities as artists, as teachers, and ultimately, as artist/teachers.
520 $a I submit that a qualitative methodology, one that includes art making as a research tool, is fitting as it best reflects the expressive nature of art. In addition, a grounded theoretical approach provides insights into the experiences of the preservice art teacher in the educational setting.
520 $a Data are analyzed by the theoretical premises suggested by the review of literature on domain structures, identity construction and fragmentation, reflection, and analysis.
520 $a The potential implications of my research for the sphere of preservice art education included contributing new knowledge to the field as it identifies a schism in identity construction and domain structures for preservice art teachers. Adding to this, I argue that using art as a research tool helps synthesize their identities as artist/teachers.
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