Teaching and Shaping Elementary Generalist Perceptions with Artist Journals

Autor/in	Evans-Palmer, Teri
Titel	Teaching and Shaping Elementary Generalist Perceptions with Artist Journals
Quelle	In: Art Education, 71 (2018) 6, S.18-25 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Evans-Palmer, Teri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2018.1505382
Schlagwörter	Elementary School Teachers; Art Education; Teaching Methods; Journal Writing; Ethnography; Reflection; Preservice Teacher Education; Creative Development; Visual Arts; Assignments + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitschriftenaufsatz; Ethnografie; Lehramtsstudiengang; Lehrerausbildung; Optische Gestaltung; Assignment; Auftrag; Zuweisung
Abstract	Generalists as primary educators are in the position to integrate art frequently into classroom instruction (Seidel, Tishman, Winner, Hetland, & Palmer, 2009). Since their perceptions determine the quality and frequency of visual art experiences for young children, teacher education curriculum for this population is vital to the outcome of art education in public elementary schools (Garvis, Twigg, & Pendergast, 2011). In this article, the author describes a curricular method that appears to successfully develop artistic autonomy for generalists: visual journaling, an artistic process for recording personal insights with constructed images and written reflections. Derived from qualitative auto ethnography involving long-term research introspection of self (Bogdan & Biklen, 2006), visual journaling is a micro-ethnographic method that permits students to capture meaningful self-reflection of personal experiences for a designated period of time (Powell, 2010). This article makes a case for the artist journaling process in preservice teacher curriculum as a means for developing creative capacity (creative potential, identity, growth, and innovation) in teachers who will teach children in the 21st century (Carpenter, 2014). The pedagogy of the assignment included instruction about elements of visual art that provides foundational knowledge and vocabulary to analyze and interpret images generated in journals. The artist journal assignment's structure, methodology, ideology, and outcomes are described. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01