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Self-Study as an Artist Teaching in a Public Elementary School: Identifying the Gap and Locating the Bridge for the Uncertified Artist-Teacher

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Self-Study as an Artist Teaching in a Public Elementary School: Identifying the Gap and Locating the Bridge for the Uncertified Artist-Teacher

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.

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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

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