Portraits of Artist-Teachers in Higher Education: Pedagogy as Creative Practice

Autor/in	Dominguez Menendez, Liliam
Titel	Portraits of Artist-Teachers in Higher Education: Pedagogy as Creative Practice
Quelle	(2018), (239 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Barry University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4387-4247-5
Schlagwörter	Hochschulschrift; Dissertation; High School Teachers; Art Teachers; Artists; Teaching Methods; Portraiture; Intuition; Educational Practices; Pedagogical Content Knowledge; Communities of Practice + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Art teacher; Kunsterzieher; Kunsterzieherin; Artiste; Artist; Künstler; Künstlerin; Teaching method; Lehrmethode; Unterrichtsmethode; Abbildung; Bildungspraxis; Pädagogische Kompetenz; Community
Abstract	In this dissertation study, the researcher explored how pedagogy affects the creative process of visual artists who are also higher education art teachers. In order to understand and conceptualize 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 re-storying of the participants' experiences into written portraits, putting an emphasis on the voice of the researcher as well. The experiences of seven artist-teachers were developed into portraits after interviewing, observing, and carefully reflecting on the context and voices of participants. The theoretical framework of Pedagogical Content Knowledge (PCK) by Shulman (1986), Community of Practice (CoP) by Wenger, McDermott, and Snyder, (2002), and Creativity by Feldman, Csikszentmihalyi, and Gardner (1994) allowed me to interpret and share the artist-teachers' context as a hybridized and complex identity by incorporating one of the hallmarks of the Portraiture methodology: to portray success and find goodness in any lived experience. 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 process in relationship to pedagogical practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01