Portrait of the artist-teacher
Location
1048
Format Type
Event
Format Type
Paper
Start Date
January 2019
End Date
January 2019
Abstract
This research analyzed the diversity of aspects and contexts in which pedagogy affects creative processes in visual artists who are also educators. In order to understand the relationship between pedagogy and art making through the artist-teacher lens, the method and the methodology of portraiture (Lawrence-Lightfoot & Davis, 1997) enabled the illumination of real people in real settings through the writing of their portraits as well as put an emphasis on the voice of the researcher. Each portrait required the researcher to reflect on the participants’ experiences by incorporating class observations during art critiques, interview responses, the interpretation of context, and the researcher’s experiences and insights. The theoretical framework of Shulman’s Pedagogical Content Knowledge allowed the researcher to shed light on the voice of the artist-teacher as a hybridized and complex identity by incorporating some of the hallmarks of the portraiture method, one of which is to portray success and positivity. Findings indicate that teaching by intuition rather than teaching by design taps into a variety of creative sources when reflecting upon artist’s practice and processes in relationship to pedagogical practices.
Keywords
art, artist, pedagogy, creativity, art practice, art making, artist-teacher, portraiture
Portrait of the artist-teacher
1048
This research analyzed the diversity of aspects and contexts in which pedagogy affects creative processes in visual artists who are also educators. In order to understand the relationship between pedagogy and art making through the artist-teacher lens, the method and the methodology of portraiture (Lawrence-Lightfoot & Davis, 1997) enabled the illumination of real people in real settings through the writing of their portraits as well as put an emphasis on the voice of the researcher. Each portrait required the researcher to reflect on the participants’ experiences by incorporating class observations during art critiques, interview responses, the interpretation of context, and the researcher’s experiences and insights. The theoretical framework of Shulman’s Pedagogical Content Knowledge allowed the researcher to shed light on the voice of the artist-teacher as a hybridized and complex identity by incorporating some of the hallmarks of the portraiture method, one of which is to portray success and positivity. Findings indicate that teaching by intuition rather than teaching by design taps into a variety of creative sources when reflecting upon artist’s practice and processes in relationship to pedagogical practices.
Comments
Breakout Session F