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A self-exploration of the relationsh...

University of Houston.

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A self-exploration of the relationship between art teaching and artistic practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A self-exploration of the relationship between art teaching and artistic practice./
作者:	Ortiz, Christy.
面頁冊數:	181 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4600.
Contained By:	Dissertation Abstracts International69-12A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3340592
ISBN:	9780549954118

A self-exploration of the relationship between art teaching and artistic practice.
Ortiz, Christy.

A self-exploration of the relationship between art teaching and artistic practice. - 181 p.

Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4600.

Thesis (Ed.D.)--University of Houston, 2008.

Through the introduction of the researcher's lived experiences as a high school art teacher, some issues became visible: self-questioning of her ability as an effective art teacher; teaching topics with little or no knowledge; limited opportunities to gain knowledge; and lacking of energy or time to create personal art works. Uncovering these issues prompted the researcher to look back on her experiences and reflect on the changes that occurred. This qualitative study employs self-study to examine the researcher's professional practices as a teacher and an artist and how these experiences affect her actions as a high school art teacher.

ISBN: 9780549954118Subjects--Topical Terms:

1018432
Education, Art.

A self-exploration of the relationship between art teaching and artistic practice.
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100 1 $a Ortiz, Christy. $3 1044094
245 1 2 $a A self-exploration of the relationship between art teaching and artistic practice.
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500 $a Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4600.
502 $a Thesis (Ed.D.)--University of Houston, 2008.
520 $a Through the introduction of the researcher's lived experiences as a high school art teacher, some issues became visible: self-questioning of her ability as an effective art teacher; teaching topics with little or no knowledge; limited opportunities to gain knowledge; and lacking of energy or time to create personal art works. Uncovering these issues prompted the researcher to look back on her experiences and reflect on the changes that occurred. This qualitative study employs self-study to examine the researcher's professional practices as a teacher and an artist and how these experiences affect her actions as a high school art teacher.
520 $a The related topics that are explored include teacher knowledge (Connelly & Clandinin, 1999), art making as knowledge (Eisner, 2002, 2004), teacher practice (Connelly & Clandinin, 1999; Eisner, 2004), the impact of professional development (Hutchens & Pankratz, 2000), on teacher identity (Connelly & Clandinin, 1999; Beijaard et al., 2004; Cohen-Evron, 2002) and artist identity. The qualitative research method, narrative inquiry (Connelly & Clandinin, 2000; Elbaz-Luwisch, 2005) and arts-based research methodology, a/r/tography (Irwin, 2005) are used to conduct this self-study. Narrative inquiry is used as a method to weave together the researcher's professional and personal stories while a/r/tography highlights experiences she encountered through creating artworks. A/r/tography is utilized as a means of bringing to light the identities of artist, teacher and researcher in their ongoing, contiguous relations.
520 $a By using critical reflective practices, this allows the researcher to have an in-depth understanding of her reactions to experiences that occurred throughout her practice as a teacher. This study allows the researcher to understand her dual identity in the art education profession and supports her to continue to critically reflect (LaBoskey, 2004) upon her practice as a teacher and an artist. This study also provides a scholarly account for other art educators as they examine the relationship between their teacher and artist identities, a matter of critical importance to the art education enterprise.
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