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The Teaching Artist Experience: An Art-Based Study Exploring Teaching Artists' Perspectives on the Efficacy of Employment-Based Training and Support.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Teaching Artist Experience: An Art-Based Study Exploring Teaching Artists' Perspectives on the Efficacy of Employment-Based Training and Support./
Author:	Bry Taylor, Tessa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	134 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28718133
ISBN:	9798460477944

The Teaching Artist Experience: An Art-Based Study Exploring Teaching Artists' Perspectives on the Efficacy of Employment-Based Training and Support.
Bry Taylor, Tessa.

The Teaching Artist Experience: An Art-Based Study Exploring Teaching Artists' Perspectives on the Efficacy of Employment-Based Training and Support. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 134 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ph.D.)--Lesley University, 2021.

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

This art-based research study seeks to examine teaching artists' current perspectives on the models of training and support provided to them by their employers. The study was conducted with a group of teaching artists exploring two key research questions: What models of training and support do teaching artists receive? What are teaching artists perspectives on the efficacy of those models? Responses were explored collaboratively through a cyclical process of artmaking, reflection, and discussion designed and facilitated by the artist-researcher. The study yielded the following outcomes: teaching artists believe training and support received from employers is inefficient and inconsistent; teaching artists are seeking more support and feel instable and isolated in their practice; and teaching artists believe effective models of training and support include the presence of a supervisor, adequate resources, and collaboration with other teaching artists. Significantly, results support research addressing the benefits of utilizing art-based methods for educator led action research and professional development. Teaching artists believe participation in the research was beneficial and demonstrates teaching artists' capacity to serve a more direct role in the growth of their profession. The study suggests teaching artists be provided more opportunity to design and lead their own employment-based training to raise their standing as professionals and promote a stronger inclusion of their voice in the field of art education.

ISBN: 9798460477944Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Art-based research

The Teaching Artist Experience: An Art-Based Study Exploring Teaching Artists' Perspectives on the Efficacy of Employment-Based Training and Support.
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300 $a 134 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
500 $a Advisor: McNiff, Shaun.
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506 $a This item must not be sold to any third party vendors.
520 $a This art-based research study seeks to examine teaching artists' current perspectives on the models of training and support provided to them by their employers. The study was conducted with a group of teaching artists exploring two key research questions: What models of training and support do teaching artists receive? What are teaching artists perspectives on the efficacy of those models? Responses were explored collaboratively through a cyclical process of artmaking, reflection, and discussion designed and facilitated by the artist-researcher. The study yielded the following outcomes: teaching artists believe training and support received from employers is inefficient and inconsistent; teaching artists are seeking more support and feel instable and isolated in their practice; and teaching artists believe effective models of training and support include the presence of a supervisor, adequate resources, and collaboration with other teaching artists. Significantly, results support research addressing the benefits of utilizing art-based methods for educator led action research and professional development. Teaching artists believe participation in the research was beneficial and demonstrates teaching artists' capacity to serve a more direct role in the growth of their profession. The study suggests teaching artists be provided more opportunity to design and lead their own employment-based training to raise their standing as professionals and promote a stronger inclusion of their voice in the field of art education.
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