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dc.contributor.authorEdwards, Karen G. Adams
dc.date.accessioned2010-06-24T22:20:31Z
dc.date.available2010-06-24T22:20:31Z
dc.date.issued2010-06-24T22:20:31Z
dc.date.submittedMay 2010
dc.identifier.urihttp://hdl.handle.net/1928/10812
dc.description.abstractThis research is an investigation into the relationship between artistic practice and art teaching in secondary art teachers. After an examination of various perspectives on this relationship that have appeared in scholarly journals over the last several decades, some of which argue that artistic practice is essential to the quality of an art teacher's teaching, and some of which regard the two practices as separate, I interviewed five secondary art teachers to find out more about this relationship. I conducted the interviews in a semi open-ended fashion, asking questions that invited participants to discuss teaching preferences and priorities as well as thier own work and processes as artists. I considered the interviews through a lens of both phenomenology and Arts-Based Educational Research. The interviews with these five art teachers, all of whom identified themselves as practicing artists, revealed that there was a great deal of consensus on the importance of continued artistic practice and the many ways that this continued practice led to being a better art teacher.en_US
dc.language.isoen_USen_US
dc.subjectart educationen_US
dc.subjectsecondary art teachingen_US
dc.subject.lcshArt teachers--Attitudes
dc.subject.lcshArt--Study and teaching (Secondary)
dc.titleThe Interrelationship of Identities: How Artistic Practice Informs Teaching in the Visual Artsen_US
dc.typeThesisen_US
dc.description.degreeArt Educationen_US
dc.description.levelMastersen_US
dc.description.departmentUniversity of New Mexico. Division of Educational Specialtiesen_US
dc.description.advisorLampela, Laurel
dc.description.committee-memberWix, Linney
dc.description.committee-memberPauly, Nancy


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