Bassal, Karine (2021) Self-Study as an Artist Teaching in a Public Elementary School: Identifying the Gap and Locating the Bridge for the Uncertified Artist-Teacher. Masters thesis, Concordia University.
Preview |
Text (application/pdf)
7MBBassal_MA_S2021.pdf - Accepted Version |
Abstract
In this thesis, I use self-study as a method to examine my role and identity as an artist planning, teaching, and reflecting upon an art activity in two classes of a public elementary school. The question I seek to answer is: How do I, as an experienced oil painter with very little teaching experience, bridge the gap between my current inner identity as a fine artist and the identity I need to assume to become an art educator in an elementary school classroom? To carry out this qualitative self-study research, I gathered data through journals, self-interviews, and analytic memos which I then analysed and coded using grounded theory. Interviews with experienced artist-teachers, conducted after completing the data collection, provided a solid analytical framework in support of my data analysis. Through the process and challenges of data analysis, I discovered the value of following my instincts when I teach and the importance of consciously adopting a student-centered pedagogy in the classroom.
Divisions: | Concordia University > Faculty of Fine Arts > Art Education |
---|---|
Item Type: | Thesis (Masters) |
Authors: | Bassal, Karine |
Institution: | Concordia University |
Degree Name: | M.A. |
Program: | Art Education |
Date: | 7 March 2021 |
Thesis Supervisor(s): | Blair, Lorrie |
Keywords: | self-study; art education; artist-teacher; uncertified teacher; identity; qualitative research; grounded theory; methodology; student-centered pedagogy |
ID Code: | 988132 |
Deposited By: | KARINE BASSAL |
Deposited On: | 29 Jun 2021 22:33 |
Last Modified: | 29 Jun 2021 22:33 |
References:
Adams, J. (2007). Artists becoming teachers: Expressions of identity transformation in a virtual forum. International Journal of Art & Design Education, 26(3), pp. 264-273. DOI: 10.1111/j.1476-8070.2007.00537.x.Anderson, C. H. (1981). Identity crisis of the art educator: artist? teacher? both? Art Education, 34, pp. 45-46.
Arkansas State Department of Natural and Cultural Heritage, Little Rock - Office of Arts and Humanities. (1976). Artists in the schools, 1975-1976 [Report]. National Endowment for the Arts, Washington, D.C.
Ball, L. (1990). What role: Artist or teacher? Art Education, 43(1), pp. 54-59.
Barnes, D. (1998). Foreword: Looking forward: The concluding remarks at the Castle Conference. In M.L. Hamilton (Ed), Reconceptualizing Teaching Practice (p. ix-xiv). London: Routledge. DOI: 10.4324/9780203984734.
Barnes, D. (1998). Afterword. In M.L. Hamilton (Ed), Reconceptualizing Teaching Practice (p. 278). London: Routledge. DOI: 10.4324/9780203984734.
Bass, L., Anderson-Patton, V. & Allender, J. (2002). Self-study as a way of teaching and learning: A research collaborative re-analysis of self-study teaching portfolios. In J. Loughran and T. Russell (Eds.), Improving Teacher Education Practice Through Self-study (pp. 56-69). London/New York: Routledge/Falmer.
Berry, D.C. (1987). The problem of implicit knowledge. Expert Systems, 4(3), pp. 144–151. DOI: 10.1111/j.1468-0394.1987.tb00138.x.
Birks, M. and Mills, J. (2011). Grounded Theory: A Practical Guide. Los Angeles, CA: Sage Publications, Inc.
Blair, L. (2016). Writing a Graduate Thesis or Dissertation. Rotterdam/Boston/Taipei: Sense Publishers.
Blair, L., & Fitch, S. (2015). Threshold concepts in art education: Negotiating the ambiguity in pre-service teacher identity formation. International Journal of Education through Art, 11(1), pp. 91-102.
Booth, E. (2003). Seeking definition: What is a teaching artist? Teaching Artist Journal, 1(1), pp. 5-12.
Brown, J. K. (2008). Student-centered instruction: Involving students in their own education. Music Educators Journal, 94(5), pp. 30-35. DOI: 10.1177/00274321080940050108.
Bumgarner, C.M. (1994A). Artists in the classrooms: The impact and consequences of the National Endowment for the Arts' Artist Residency program on K–12 arts education: (Part 1). Arts Education Policy Review, 95(3), pp. 14-29. DOI: 10.1080/10632913.1994.9936374.
Bumgarner, C.M. (1994B). Artists in the classrooms: The impact and consequences of the National Endowment for the Arts' Artist Residency program on K–12 arts education: (Part 2). Arts Education Policy Review, 95(4), pp. 8-31. DOI: 10.1080/10632913.1994.9936378.
Castro, J. C. (2007, February). Constraints that enable: Creating spaces for artistic inquiry. In Proceedings of the 2007 Complexity Science and Educational Research Conference (pp. 75-86).
Caza, B.B., & Creary, S.J. (2016). The construction of professional identity. Wilkinson, A., Hislop, D., & Coupland, C. (Eds.). Perspectives on contemporary professional work: challenges and experiences (Ser. New horizons in management). Edward Elgar Publishing.
Chambers-Tripunitara, P. (2013). A Self-study of changing art education pedagogy in mid-career: Possibilities, impediments, and insights (Doctoral dissertation). Retrieved from https://spectrum.library.concordia.ca (977570).
Charmaz, K. (2006). Constructing Grounded Theory. London, UK: Thousand Oaks, CA: Sage Publications, Inc.
Cooper, B. (2004). Empathy, interaction and caring: Teachers' roles in a constrained Environment. Pastoral Care in Education, 22, pp. 12-21. DOI: 10.1111/j.0264-3944.2004.00299.x.
Craig, C. J. (2009). Trustworthiness in self-study research. In C.A. Lassonde, S. Galman & C.M. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 21-34). Rotterdam/Boston/Taipei: Sense Publishers.
Crawley, L.S. (2012). Autoethnography as feminist self-interview. In J.F. Gubrium, J.A. Holstein, A.B. Marvasti and K.D. McKinney (Eds.), The SAGE Handbook of Interview Research: The Complexity of the Craft (pp. 143-160). Thousand Oaks: SAGE Publications, Inc. DOI: 10.4135/9781452218403.
Daichendt, G. J. (2010). Artist teacher: A philosophy for creating and teaching. UK/USA: Intellect Ltd.
Daichendt, G. J. (2013). A brief, broad history of the teaching artist. In N. Jaffe (Series Ed.), Teaching Artist Handbook (Volume 1) (pp. 200-231). Chicago: Columbia College Chicago Press.
Day, M. D. (1986). Artist-teacher: A problematic model for art education. Journal of Aesthetic Education, 20 (4), pp. 38-42. DOI:10.2307/3332595.
Dewey, J. (1963). Experience and education (Kappa Delta Pi Lecture Series). New York/London: Collier Books. (Original work published in 1938).
Dirkx, J. M. (2006). Authenticity and imagination. New Directions for Adult and Continuing Education, 2006(111), pp. 27–39. DOI: 10.1002/ace.225.
Dunkel, C. S., Harbke, C. R., & Papini, D. R. (2009). Direct and indirect effects of birth order on personality and identity: Support for the null hypothesis. The Journal of Genetic Psychology, 170(2), pp. 159-175.
Educart. (2018). Retrieved from https://educart.ca
Éducation et enseignement supérieur du Québec. (2018). Quebec Education Program for Elementary Arts Education – Visual Arts. Retrieved from http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PFEQ/educprg2001-082.pdf.
Efland, A. (1976). The School art style: A functional analysis. Studies in Art Education, 17(2), pp. 37-44. DOI:10.2307/1319979.
Eisner, E.W. (1974). Is the Artist in the School program effective? Art Education, 27(2), pp. 19-23.
Feldman, A. (2009). Making the self problematic: Data analysis and interpretation in self-study research. In C. A. Lassonde, S. Galman & C. M. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 35-49). Rotterdam/Boston/Taipei: Sense Publishers.
Francis, B., Graham, M. A., & Barney, D. T. (2018). Pretending to be an art teacher. Visual Arts Research, 44(2), pp. 78–86.
Galman, S. (2009). Trading in fables. In C. A. Lassonde, S. Galman & C. M. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 129-149). Rotterdam/Boston/Taipei: Sense Publishers.
Glaser, B.G. (2016). Grounded description: No no. The Grounded Theory Review, 15(2), pp. 3-7.
Graham, M., & Zwirn, S. (2010). How being a teaching artist can influence K-12 art education. Studies in Art Education, 51(3), pp. 219-232.
Gude, O. (2007). Principles of possibility: Considerations for a 21st-century art & culture curriculum. Art Education, 60(1), pp. 6–17.
Hafeli, M. (2009). What happened to authenticity? “Assessing students’ progress and achievements in art” revisited. In Sabol, F. R., & Manifold, M. C. (Eds.), Through the prism: Looking into the spectrum of writings by Enid Zimmerman (pp. 99-112). National Art Education Association.
Hall, C., Thomson, P., and Russell, L. (2007). Teaching like an artist: The pedagogic identities and practices of artists in schools. British Journal of Sociology of Education, 28(5), pp. 605-619.
Hall, J. (2010). Making art, teaching art, learning art: Exploring the concept of the artist teacher. International Journal of Art and Design Education, 29(2), pp. 103-110.
Hamilton, M.L. (Ed.). (1998). Reconceptualizing Teaching Practice. London: Routledge. DOI: 10.4324/9780203984734.
Hamilton, M.L. & Pinnegar, S. (1998). Conclusion: The value and the promise of self-study. In M.L. Hamilton (Ed.), Reconceptualizing Teaching Practice (pp. 264-277). London: Routledge. DOI: 10.4324/9780203984734.
Hamilton, M.L. & Pinnegar, S. (2009). Creating representations: Using collage in self-study. In D.L. Tidwell, M.L. Heston, and L.M. Fitzgerald (Eds), Research methods for the self-study of practice (pp. 155-170). In J. Loughran (Ed.), Self-study of teaching and teacher education practices (Vol. 9). New York, NY: Springer. DOI: 10.1007/978-1-4020-9514-6_10.
Hetland, L., Winner, E., Veenema, S. & Sheridan, K. (2007). Studio thinking: The real benefits of visual arts education. New York, N.Y: Teachers College Press.
Hiatt, B. (January 7, 2021). The Spirit of Neil Peart. Rolling Stone Magazine. Retrieved from https://www.rollingstone.com/music/music-features/neil-peart-rush-dead-cover-story-1110496/
Hogg, M. A., Terry, D. J., & White, K. M. (1995). A tale of two theories: A critical comparison of identity theory with social identity theory. Social Psychology Quarterly, 58(4), pp. 255–269.
Holton, J. (2010). From the editor. The Grounded Theory Review, 9(2), pp. ii-v.
Hornsey, M. J. (2008). Social identity theory and self-categorization theory: a historical review: social identity theory and self-categorization theory. Social and Personality Psychology Compass, 2(1), pp. 204–222. DOI: 10.1111/j.1751-9004.2007.00066.x.
Imms, W., & Ruanglertbutr, P. (2012). Can early career teachers be artists as well? The Canadian Review of Art Education, 39, pp. 7-23.
Jaffe, N., Barniskis, B. & Hackett Cox, B. (2013). Teaching Artist Handbook (Volume 1), (Ed.). Chicago: Columbia College Chicago Press
Keightley, E., Pickering, M. and Allett, N. (2012). The self-interview: A new method in social science research. International Journal of Social Research Methodology, 15(6), pp. 507-521.
Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. New York: Falmer Press.
Koznik, C., Cleovoulou, Y. & Fletcher, T. (2009). The use of interviews in self-study research. In C. A. Lassonde, S. Galman & C. M. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 53-69). Rotterdam/Boston/Taipei: Sense Publishers.
Krahenbuhl, K. S. (2016). Student-centered education and constructivism: Challenges, concerns, and clarity for teachers. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 89(3), pp. 97–105. DOI: 10.1080/00098655.2016.1191311.
Kuzmic, J.J. (2002). Research as a way of knowing and seeing advocacy for the other. In J. Loughran and T. Russell (Eds.), Improving Teacher Education Practice Through Self-study (pp. 222-235). London/New York: Routledge/Falmer.
LaBoskey, V. (2004A). The Methodology of Self-Study and its theoretical underpinnings. In J. Loughran, M.L. Hamilton, V.K. LaBoskey, and T. Russell (Eds.), International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 817-869). Dordrecht: Kluwer Academic Publishers.
LaBoskey, V. (2004B). Afterword: Moving the methodology of self-study research and practice forward: Challenges and opportunities. In J. Loughran, M.L. Hamilton, V.K. LaBoskey, and T. Russell (Eds.), International Handbook of Self-Study of Teaching and Teacher Education Practices (pp. 1169-1184). Dordrecht: Springer.
Lanier, V. (1959). Affectation and art education. Art Education, 12(7), pp. 10+21.
Lassonde, C. A., Galman, S., and Kosnik, C. M. (Eds.). (2009). Self-study research methodologies for teacher educators. Rotterdam/Boston/Taipei: Sense Publishers.
Lassonde, C. A. and Strub, D. (2009). Promoting self-study as a habit of mind for preservice teachers. In C. A. Lassonde, S. Galman & C. M. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 207-224). Rotterdam/Boston/Taipei: Sense Publishers.
Lebler, D. (2007). Student-as-master? Reflections on a learning innovation in popular music pedagogy. International journal of music education, 25(3), pp. 205-221.
Loughran, J. (2002). Understanding self-study of teacher education practices. In J. Loughran and T. Russell (Eds.), Improving Teacher Education Practice Through Self-study pp. 239-248. London/New York: Routledge/Falmer.
Loughran, J., Hamilton, M. L., LaBoskey, V. K., and Russell, T. (Eds.). (2004). International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht: Springer.
MacDonald, A. (2017). A diptych of dilemma: Becoming an artist and a teacher. International Journal of Education through Art, 13(2), pp. 163–177.
McCracken, W. (1959). Artist-teacher: A symptom of growth in art education. Art Education, 12(9), pp. 4-5.
Merriam Webster Online Dictionary. (2021). Retrieved from https://www.merriam-webster.com/
Meskin, T., Singh, L., and van der Walt, T. (2014). Putting the self in the hot seat: Enacting Reflexivity through dramatic strategies. Educational Research for Social Change, 3(2), pp. 5-20.
Milam, E. L. (1972). Teaching with empathy: The Austin Teacher Program. Journal of the Student Personnel Association for Teacher Education, 11(1), 11-15.
Morgan, S.R. (1984). An illustrative case of high‐empathy teachers. The Journal of Humanistic Education and Development, 22, pp. 143-148.
Orsini, N. (1973). The dilemma of the artist-teacher. Art Journal, 32 (3), pp. 299-300.
Pariser, D. (2014). Coping with flying sandwiches: Where's the educational theory? Studies in Art Education, 55(4), pp. 300–312.
Pinnegar, S. and Hamilton, M.L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology and practice. New York, NY: Springer. DOI: 10.1007/978-1-4020-9512-2.
Roberts, L. (2000). Shifting identities: An investigation into student and novice teachers' evolving professional identity. Journal of Education for Teaching, 26(2), pp. 185-186. DOI: 10.1080/02607470050127108.
Russell, T. (2002). Can self-study improve teacher education? In J. Loughran and T. Russell (Eds.), Improving Teacher Education Practice Through Self-study pp. 3-9. London/New York: Routledge/Falmer.
Saldaña, J. (2009). The coding manual for qualitative researchers. Los Angeles: Sage.
Samaras, A. & Freese, A. (2009). Looking back and looking forward: An historical overview of the self-study school. In C. A. Lassonde, S. Galman & C. M. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 3-19). Rotterdam/Boston/Taipei: Sense Publishers.
Sayers, E. (2019). The artist-teacher. Oxford Research Encyclopedia of Education. DOI: 10.1093/acrefore/9780190264093.013.401.
Scabini, E., & Manzi, C. (2011). Family processes and identity. Handbook of identity theory and research (pp. 565-584). Springer, New York, NY.
Simmons, O. E. (2010). Is that a real theory or did you just make it up? Teaching classic grounded theory. Grounded Theory Review: An International Journal, 9(2), pp. 15-38.
Smith, R.A. (1977). A policy analysis and criticism of the Artist-in-Schools Program of the National Endowment for the Arts. Art Education, 30(5), pp. 12-19. DOI:10.2307/3192239.
Smith, R.A. (1980). The “deschooling” of art education: How it’s happening and what to do about it. Art Education, 33(3), pp. 8-10.
Suddaby, R. (2006). From the editors: What grounded theory is not. Academy of Management Journal, 49, pp. 633-642. DOI: 10.5465/AMJ.2006.22083020.
Szekely, G. (1978). Uniting the roles of artist and teacher. Art Education, 31(1), p. 17-20.
Terry, D. J., Hogg, M. A., & White, K. M. (1999). The theory of planned behaviour: self-identity, social identity, and group norms. British Journal of Social Psychology, 38(3), pp. 225-244. DOI: 10.1348/014466699164149.
Thompson, K. (1986). Teachers as artists. Art Education, 39(6), pp. 47-48. DOI:10.2307/3192975.
Thornton, A. (2005). The artist teacher as reflective practitioner. International Journal of Art & Design Education, 24 (2), pp. 166-174.
Thornton, A. (2011). Being an artist teacher: A liberating identity? International Journal of Art & Design Education, 30, pp. 31-36. DOI:10.1111/j.1476-8070.2011.01684.x.
Tidwell, D.L., Heston, M.L., and Fitzgerald, L.M. (Eds). (2009). Research methods for the self-study of practice. In J. Loughran (Ed.), Self-study of teaching and teacher education practices (Vol. 9). New York, NY: Springer. DOI 10.1007/978-1-4020-9514-6.
Timonen, V., Foley, G., and Conlon, C. (2018). Challenges when using grounded theory: a pragmatic introduction to doing GT. Research International Journal of Qualitative Methods, 17, pp. 1–10. DOI: 10.1177/1609406918758086
Van den Hoonaard, D. K. (2015). Qualitative Research in Action: A Canadian Primer (2nd ed.). Don Mills, ON: Oxford University Press Canada.
Western States Arts Foundation, Denver, Colorado. (September 30, 1976). A Study of the Poetry and Visual Arts Components of the Artists-in-Schools Program (0MB-128-57500) [Report]. National Endowment for the Arts, Washington, D.C.
Wohlfarth, D., Sheras, D., Bennett, J. L., Simon, B., Pimentel, J. H., & Gabel, L. E. (2008). Student perceptions of learner-centered teaching. Insight: A journal of scholarly teaching, 3, pp. 67-74.
Zembylas, M. (2003). Emotions and teacher identity: A post-structural perspective. Teachers and Teaching: Theory and Practice, 9(3), pp. 213-238. DOI 10.1080/13540600309378
Zimmerman, E. (1994). Concerns of pre-service art teachers and those who prepare them to teach. Art Education, 47(5), pp. 59-67.
Zwirn, S. G. (2005). Teachers who create, artists who teach. Journal of Creative Behavior, 39(2), pp. 111-122.
Repository Staff Only: item control page