Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.631022
Title: Into the light : modelling artistic practices in schools
Author: Patrick, Pauline
ISNI:       0000 0004 5355 0209
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 2014
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Abstract:
There is a recognised tension between the different roles that teachers of art in secondary schools are required to adopt in the course of their careers. This study explores the hypothesis that a teacher who continues to practice art is better able to model artistic practices for pupils and that this is a valuable factor which argues in favour of teacher/artists continuing to practice both professions simultaneously. This issue is approached firstly through the author’s own experiences as an artist and art teacher, then through a literature review which covers the place of art in the curriculum, the Artist Teacher Scheme (ATS), the gap which is perceived to exist between so-called ‘school art’ and contemporary art, the making process, constructivist learning theories, the artist’s identity and the teacher’s identity. This section provides the theoretical underpinning for the study. Chapter Three presents the methodological framework: a constructivist paradigm is used and a/r/tography is incorporated to support the inclusion of the author’s visual art practice, art education research and teaching and learning experiences. The data corpus is analysed through grounded theory methods. The main data section in Chapter Four presents the narratives of twenty participants based in the UK who reflect upon the relationships that exist between their personal and professional lives and their identities as artists and teachers. Accounts of both past and present experiences are recorded and analysed in order to identify recurrent themes which emerge from the grounded theory process. This method consciously foregrounds the voices of the artists/teachers, allowing them to express their views in their own words. This, in turn, presents a window into their worlds, illustrating the way that they navigate through the tensions and competing demands of daily life as an artist/teacher. Where appropriate reference is made to visual material offered by the participants and forms of data drawn from schools and from art organisations with which the schools have contact. Inclusion of this material allows a full picture of the contexts of the narratives to be drawn and some of the concepts, issues and teaching outcomes to be illustrated through ‘concrete’ examples. In Chapter Five the themes identified in the narratives from the preceding chapter are analysed in light of the literature surrounding the topic and the author’s own experiences as an artist/teacher. These themes focus on the educational exchanges between the art teacher and the learner and the tensions which exist when an artist/teacher maintains an artist persona within the institutional framework of the secondary school. In the final chapter conclusions are drawn from a linkage between theory and practices which have been revealed through the literature review and the narratives. One of the most important conclusions is the acknowledgement that constructivist approaches favoured by artists can and should inform their pedagogy when they become professional educators. A number of recommendations are made in the light of the findings including implications for the wider educational community.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.631022  DOI: Not available
Keywords: L Education (General)
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