The Balancing of the Artist-Teacher Dual Identity in K-12 Public School Visual Art Educators

Search for this publication on Google Scholar
Wall, D. (2021). The Balancing of the Artist-Teacher Dual Identity in K-12 Public School Visual Art Educators. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

238 views ◎
192 downloads ⇓


Abstract

DEBORAH MILLS WALL. THE BALANCING OF THE ARTIST-TEACHER DUAL IDENTITY IN K-12 PUBLIC SCHOOL VISUAL ART EDUCATORS(Under the direction of Dr. Rebecca Shore) The purpose of this narrative qualitative study was to explore how artist-teachers perceive themselves, their strategies for maintaining a balance of the artist-teacher dual identity and their perceived benefits for students. This study included eight participants with a minimum of five years of teaching art in a K-12 public school who considered themselves an artist-teacher. The analyzed data resulted in the following findings: K-12 artist-teachers perceive themselves as having a dual identity of both an art educator and practicing artist, that early artmaking experiences and past art teachers were influential in their identity formation and that in addition to teaching, personal artmaking is needed for their job satisfaction and life fulfillment. Findings also include: K-12 artist-teachers maintain the balance of their dual identity by having a designated place for art making, prioritizing and scheduling time for their art practice and connecting with other creative individuals or groups for accountability and collaboration. Additionally, this study’s findings demonstrates that K-12 artist-teachers perceive their dual identity benefitting students by infusing excitement and energy from their own artistic practice into their teaching, building strong connections through shared experiences and explorations, and readily integrating and introducing students to diverse and relevant contemporary artists. Implications include increased professional development for art educators in opportunities for collaboration, knowledge of new media and techniques and methods for integration of diverse and contemporary artists. Additional implications include increased training for preservice art educators on attaining and sustaining the balance of the artist-teacher identity .

Details
Author

Wall, Deborah

Title

The Balancing of the Artist-Teacher Dual Identity in K-12 Public School Visual Art Educators

Physical Description

1 online resource (127 pages) : PDF

Date

2021

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

DEBORAH MILLS WALL. THE BALANCING OF THE ARTIST-TEACHER DUAL IDENTITY IN K-12 PUBLIC SCHOOL VISUAL ART EDUCATORS(Under the direction of Dr. Rebecca Shore) The purpose of this narrative qualitative study was to explore how artist-teachers perceive themselves, their strategies for maintaining a balance of the artist-teacher dual identity and their perceived benefits for students. This study included eight participants with a minimum of five years of teaching art in a K-12 public school who considered themselves an artist-teacher. The analyzed data resulted in the following findings: K-12 artist-teachers perceive themselves as having a dual identity of both an art educator and practicing artist, that early artmaking experiences and past art teachers were influential in their identity formation and that in addition to teaching, personal artmaking is needed for their job satisfaction and life fulfillment. Findings also include: K-12 artist-teachers maintain the balance of their dual identity by having a designated place for art making, prioritizing and scheduling time for their art practice and connecting with other creative individuals or groups for accountability and collaboration. Additionally, this study’s findings demonstrates that K-12 artist-teachers perceive their dual identity benefitting students by infusing excitement and energy from their own artistic practice into their teaching, building strong connections through shared experiences and explorations, and readily integrating and introducing students to diverse and relevant contemporary artists. Implications include increased professional development for art educators in opportunities for collaboration, knowledge of new media and techniques and methods for integration of diverse and contemporary artists. Additional implications include increased training for preservice art educators on attaining and sustaining the balance of the artist-teacher identity .

Genre

doctoral dissertations

Subjects--Topics

Education
Educational leadership
Art--Study and teaching

Degree

D.Ed.

Keywords

Art Education
Artist-Teacher
Identity
K-12 Public Schools
Preservice Educators

Subject Area

Educational Leadership

Advisor(s)

Shore, Rebecca

Committee Members

Miller, Ryan
Gall, David
Kudlats, Jamie

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2021.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Wall_uncc_0694D_12766

Permalink

http://hdl.handle.net/20.500.13093/etd:2469