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Intertwined: An investigation into becoming an artist and teacher

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MacDonald, AJ (2014) Intertwined: An investigation into becoming an artist and teacher. PhD thesis, University of Tasmania.

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Abstract

This study investigates becoming an artist and teacher and, in doing so, explores
the ways that artist and teaching practices interact and the implications this
interaction can have upon beginning teachers’ transition into professional
practice. The impetus for this study derives from an identified need for research
to deliver further insight into the challenges inherent to becoming an artist and
teacher (Graham & Zwirn, 2010; Hall, 2010).
A hybridised methodology is adopted, where methods integral to
autoethnography, narrative inquiry and a/r/tography are drawn together to
generate a series of intricately layered insights into becoming an artist and a
teacher. The study explores becoming an artist and teacher from three distinct
participant perspectives: early career (myself), and established and master artist
and teacher (two other participants). Within this hybridised framework, I
interweave the creative and analytic, where our perspectives of experience
acknowledge how "the self does not exist in isolation” (Griffin, 1999, p. 51), and
we can explore becoming through the shaping and sharing of our stories.
Subsequently, this study encourages powerful connection making where the
creative qualities of the study help activate and increase reader transferability
(Huberman, 1989; Webster & Mertova, 2007).
The reader is introduced to an eclectic collection of literature pertinent to what is
already known about becoming an artist and teacher. It is here that the analytical
lenses through which the reader is encouraged to examine the ways artists and
teachers attend to the negotiation of relationships inherent to their practices are
extrapolated. In examining the literature around artists, teachers and the
formation of professional identity and practice, I surface what is already known
in regard to how and why artists become teachers, and how pre-service art
teachers are prepared for the challenges of professional practice and negotiating
balance between artist and teacher selves. In offering an existing picture of what
is already known about becoming an artist and a teacher, the reader can orient
themselves with the issues identified as being at the heart of the research reported
in this thesis.

Item Type: Thesis (PhD)
Keywords: Arts education, teacher identity, art teaching, pre-service teachers
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Date Deposited: 10 Nov 2014 03:02
Last Modified: 15 Sep 2017 01:06
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