Gronvold Roller, Nichole2013-05-152013-05-152013-05-15https://hdl.handle.net/2144/5451Art Education Research ProjectThe 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-USArtist-teacherArtist-teacher philosophyArtist-teacher and student collaborationDefining an artist-teacherReflective practitioner