The artist/teacher identity in the classroom By Marcia Jackson M.Ed. Candidate Sam Houston State University
The Art Educator Asks: Who am I? ? Teacher? Artist? Mentor? Researcher? All of the above?
What’s the difference? Artist Teacher vs. Teacher of Art
An artist teacher is an individual who practices making art and teaching art and who is dedicated to both activities as a practitioner. A teacher of art is an individual dedicated to the artistic development of students who does not necessarily practice as an artist. (Thornton 2011)
Should an Art Educator Practice What They Preach Teach? Problem Statement
The concept of the artist-teacher has less to do with the professional activities of an artist And more to do with an active thinking process applied to educational situations. (Daichendt 2010)
The Dual Roles of Artist & Teacher Educating the Students Nurturing the Artist How do these roles interact?
How Does an Educator’s Artmaking Influence the Content of Teaching? (Graham & Zwirn 2010)
Teachers who embrace their own artistic aptitudes and value the connections between studio and classroom can create a classroom experience that utilizes individual artmaking interests. (Daichendt 2009)
The Artist/Teacher Models the Artistic Process and Making Mistakes (Graham & Zwirn 2010)
Mentoring in the Art Classroom Comes form experience and confidence working with materials and ideas Is not complacent Confidence using artistic vocabulary Ability to relay connections among technique, materials, craft, and ideas Treating students as young artists
Play: Important for the teacher as well as the students The artist is accustomed to working in the open spaces of creativity, ambiguity, uncertainty, opinion, and personal story. Woven into this relationship with the discipline is a sense of play. Some teaching artists make this kind of playful interaction within their discipline an essential component of their curriculum and teaching. (Graham 2009)
Conversation Key element for interaction with students about art The practicing artist/teacher promotes student inquiry about making art Inquiry leads to dialogue Providing additional opportunities to utilize Visual Thinking Strategies (VTS)
Nurturing the Artist Nurturing the Artist in the Art Teacher takes a look at how some art educators are nurturing their artist identity and bringing it back into the classroom. (Liscow 2009)
Professional Identity Management Strategies Holding one professional art educator identity while feeling pressure to be more of an artist Integrating multiple identities into one Balancing of multiple identities The use of naming for self identification (Hatfield, Montana, & Deffenbaugh 2006)
The failure to interweave the two traditions – art and education – in a meaningful way has created art teachers who see the roles of artist and teacher as incompatible. (Daichendt 2010)
In the field of art education, many art educators agree that balancing multiple identities is empowering art teachers to demonstrate their artistic processes and pedagogical strategies. (Lim 2006)
The art educator inevitably has a professional obligation to identify the qualities conducive for effectiveness and to establish means to reach that level of effectiveness. (Anderson 1981)
Conclusion Holding an Artist identity enhances and enriches the Teacher identity. Modeling the artistic process in the teacher self shows the students that mistakes are meant to be made in order to develop divergent thinking that allows them to persevere. Play engages experimentation for both the teacher and students. Multiple identity roles such as artist, teacher, mentor, and researcher add value to the practice of both artistry and pedagogy.
Bibliography Anderson, C. (1981). The Identity Crisis of the Art Educator: Artist? Teacher? Both? Art Education Vol. 34, No. 4 (Jul., 1981), pp. 45-46. Retrieved from http://www.jstor.org/stable/3192553 ArtsEdge: Artists in Schools: Information for schools (2011). ArtsEdge. Retrieved from http://www.artsedge.dca.wa.gov.au/4_1_info_schools.asp Daichendt, G. (2010). Artist Teacher: A Philosophy for Creating and Teaching. Chicago: Intellect, Ltd. Daichendt, G. (2009). George Wallis: The Original Artist-Teacher. Teaching Artist Journal, 7(4), 219-226. Retrieved from EBSCOhost. Elliott, S. E. (2006). The artist/teacher connection in preservice art education. Ed.D. dissertation, University of Rochester, United States -- New York. Retrieved from Dissertations & Theses: Full Text.(Publication No. AAT 3220551). Graham, M. A., & Zwirn, S. (2010). How Being a Teaching Artist Can influence K-12 Art Education. Studies in Art Education, 51(3), 219-232. Retrieved from EBSCOhost. Hall, J. (2010), Making Art, Teaching Art, Learning Art: Exploring the Concept of the Artist Teacher. International Journal of Art & Design Education, 29: 103–110. doi: 10.1111/j.1476-8070.2010.01636.x
Bibliography Hatfield, C., Montana, V., & Deffenbaugh, C. (2006). Artist/Art Educator: Making Sense of Identity Issues. Art Education, 59(3), 42-47. Retrieved from EBSCOhost. Jackson, M. (2009) Original Illustrations (5) Lim, E. (2006). Influences of Studio Practice on Art Teachers' Professional Identities. Northern Illinois University, United States. Retrieved from http://www.uiowa.edu/~srae/workingpapers/2006/documents/06_Lim_Eun-Hee-Paper.pdf Liscow, W. (2009). Nurturing the Artist in the Art Teacher. Posted on The Geraldine R. Dodge Foundation Blog. Grdodge.org. Retrieved from http://blog.grdodge.org/2009/06/29/nurturing-the-artist/ Milbrandt, M., & Klein, S. (2008). Survey of Art Teacher Educators: Qualifications, Identity, and Practice. Studies in Art Education, 49(4), 343-57. doi: 10.2307/25475874 Thornton, A. (2011). Being an Artist Teacher: A Liberating Identity? International Journal of Art and Design Education, 30: 31-36. Thornton, A. (2005), The Artist Teacher as Reflective Practitioner. International Journal of Art & Design Education, 24: 166–174. doi: 10.1111/j.1476-8070.2005.00437.x Visual Thinking Strategies (2011). VTS. Retrieved from http://www.vtshome.org/ Zwirn, S. (2006). Artist or Art Teacher: The Role of Gender in Identity Formation and Career Choice. Teaching Artist Journal, 4(3), 167-175. doi:10.1207/s1541180xtaj0403_4