Understanding How the Role of an Artist-Teacher May Impact Student Learning and Teaching Practice

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dc.contributor.authorGronvold Roller, Nicholeen_US
dc.date.accessioned2013-05-15T17:01:20Z
dc.date.available2013-05-15T17:01:20Z
dc.date.issued2013-05-15
dc.descriptionArt Education Research Projecten_US
dc.description.abstractThe definition of an artist-teacher has been an ongoing debate amongst many within the fine arts and art education. The following research is the journey of a newly proclaimed artist-teacher as she finds meaning in her newfound declaration with the dual identities. The action based research documented the happenings and insights of an artist-teacher, along with nineteen high school art students in Central Illinois. The researcher sought to discover whether an artist-teacher may work alongside students in a studio setting, investigating and analyzing both the positive and negative results. The goal of the research was to understand how the role of an artist-teacher may impact student learning and teaching practice. As a result of a triangulation approach to data collection, the researcher uncovered that an artist-teacher working alongside learners in a studio setting promoted a comfortable working environment that increased student interactions and dialogue. Additionally, the importance of an artist-teacher being reflective of practice was revealed as the researcher found such reflections to be a resourceful tool in order to better balance the dual roles that at times may become overwhelming.en_US
dc.identifier.urihttps://hdl.handle.net/2144/5451
dc.language.isoen_US
dc.subjectArtist-teacheren_US
dc.subjectArtist-teacher philosophyen_US
dc.subjectArtist-teacher and student collaborationen_US
dc.subjectDefining an artist-teacheren_US
dc.subjectReflective practitioneren_US
dc.titleUnderstanding How the Role of an Artist-Teacher May Impact Student Learning and Teaching Practiceen_US
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