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The Way of the Artist Educator: Unde...

Strickland, Christopher M.

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The Way of the Artist Educator: Understanding the Fusion of Artistic Studio Practice and Teaching Pedagogy of K-12 Visual Arts Educators.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Way of the Artist Educator: Understanding the Fusion of Artistic Studio Practice and Teaching Pedagogy of K-12 Visual Arts Educators./
Author:	Strickland, Christopher M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	222 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-02, Section: A.
Contained By:	Dissertations Abstracts International80-02A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10826704
ISBN:	9780438255661

The Way of the Artist Educator: Understanding the Fusion of Artistic Studio Practice and Teaching Pedagogy of K-12 Visual Arts Educators.
Strickland, Christopher M.

The Way of the Artist Educator: Understanding the Fusion of Artistic Studio Practice and Teaching Pedagogy of K-12 Visual Arts Educators. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 222 p.

Source: Dissertations Abstracts International, Volume: 80-02, Section: A.

Thesis (Ph.D.)--Lesley University, 2018.

This item must not be sold to any third party vendors.

The purpose of this autoethnographic study was to examine the experiences of Artist Educators and how they perceive the fusion of their artistic studio practice and teaching pedagogy impacts their creative and teaching practices. This study involved a focus group of six individuals, including the researcher. All the participants were practicing artists, currently employed or recently retired K-12 Visual Arts Education certified in the states of Maine or New Hampshire and members of the Kittery Art Association. This study used a combination of interviews and an arts-based method for data collection. All the data were analyzed and resulted in the following seven findings: (1) The identity of an Artist Educator is synchronized with a call to a vocation. (2) The necessity to create art and teach art simultaneously was intrinsic for Artist Educators. (3) Artist Educators lived a creative life and believed it to be a personal practice that cannot be taught. (4) Both extrinsic and intrinsic factors and conditions can inhibit an Artist Educator's practice. (5) Both intrinsic and extrinsic factors and conditions supported the practice of an Artist Educator. (6) Artist Educators cultivated quality relationships for teaching and learning by fusing their artistic studio practice and teaching pedagogy. (7) Artist Educators fostered life lessons and embodied wisdom from the fusion of their artistic studio practice and teaching pedagogy. These findings and insights acquired have implications for visual arts education practice and arts educator professional development programs. The Way of the Artist Educator paradigm offers an alternative approach for a quality and holistic 21st Century Visual Arts Education.

ISBN: 9780438255661Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Artist educator

The Way of the Artist Educator: Understanding the Fusion of Artistic Studio Practice and Teaching Pedagogy of K-12 Visual Arts Educators.
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500 $a Publisher info.: Dissertation/Thesis.
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520 $a The purpose of this autoethnographic study was to examine the experiences of Artist Educators and how they perceive the fusion of their artistic studio practice and teaching pedagogy impacts their creative and teaching practices. This study involved a focus group of six individuals, including the researcher. All the participants were practicing artists, currently employed or recently retired K-12 Visual Arts Education certified in the states of Maine or New Hampshire and members of the Kittery Art Association. This study used a combination of interviews and an arts-based method for data collection. All the data were analyzed and resulted in the following seven findings: (1) The identity of an Artist Educator is synchronized with a call to a vocation. (2) The necessity to create art and teach art simultaneously was intrinsic for Artist Educators. (3) Artist Educators lived a creative life and believed it to be a personal practice that cannot be taught. (4) Both extrinsic and intrinsic factors and conditions can inhibit an Artist Educator's practice. (5) Both intrinsic and extrinsic factors and conditions supported the practice of an Artist Educator. (6) Artist Educators cultivated quality relationships for teaching and learning by fusing their artistic studio practice and teaching pedagogy. (7) Artist Educators fostered life lessons and embodied wisdom from the fusion of their artistic studio practice and teaching pedagogy. These findings and insights acquired have implications for visual arts education practice and arts educator professional development programs. The Way of the Artist Educator paradigm offers an alternative approach for a quality and holistic 21st Century Visual Arts Education.
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