My experiences as an artist and an art teacher led me to an interest in understanding more about the term Artist-Teacher. Artist-Teacher is not considered a dual role, rather it is a philosophical approach to art education that revels in the way of artists, their thinking, and studio culture (Daichendt, 2010). Teachers oriented in this philosophy base their teaching practice upon artist practice, with the hope that their students will be able to experience thinking and creating as artists do. Currently, there is still some confusion about the definition, role, pedagogy, practice and philosophy of those practicing as artist-teachers and how they influence the way art is taught in a K-12 public school setting. My qualitative multi-site case study began with an investigation of my studio practice to better understand its composition. After completing this initial phase of study, I translated my findings into a curriculum unit of study for fifth and sixth grade students. The purpose of this phase of my research was to study the ways that my art practice influences my pedagogy. Analysis of the data collected in this study began with field notes, audio recordings, photographs, and course documents. This presentation will share the details of the study, and will focus on the different ways that time, content, environment, artist community, and creative process became areas influencing pedagogy in a K-12 public school art room. Additionally, this presentation addresses the implications this emergent model of teaching may have for the field of art and art education.
|Presenter:||Ashley Smith (Buffalo State College) -- firstname.lastname@example.org
|Topic:||English & Art Education - Panel|
|Time:||2 pm (Session III)|