Lived Stories of an Artist-Teacher

Through the introduction of the researcher s lived experiences as a high school art teacher, some issues became visible: self-questioning of her ability as an effective art teacher; teaching topics with little or no knowledge; limited opportunities to gain knowledge; and lacking of energy or time to create personal art works. Uncovering these issues prompted the researcher to look back on her experiences and reflect on the changes that occurred. This qualitative study employs self-study to examine the researcher s professional practices as a teacher and an artist and how these experiences affect her actions as a high school art teacher. The related topics that are explored include teacher knowledge, art making as knowledge, teacher practice, the impact of professional development on teacher identity and artist identity. Additionally, this self-study allows the researcher to understand her dual identity in the art education profession and supports her to continue to critically reflect upon her practice as a teacher and an artist. This study also provides a scholarly account for other art educators as they examine the relationship between their teacher and artist identities.

Autorentext

Christy Ortiz is a Professor of Art Education at Savannah College of Art and Design. She received her Ed.D. in curriculum and instruction in 2008 from the University of Houston. She has taught art and photography at all levels and has been teaching for over 15 years.

Klappentext

Through the introduction of the researcher's lived experiences as a high school art teacher, some issues became visible: self-questioning of her ability as an effective art teacher; teaching topics with little or no knowledge; limited opportunities to gain knowledge; and lacking of energy or time to create personal art works. Uncovering these issues prompted the researcher to look back on her experiences and reflect on the changes that occurred. This qualitative study employs self-study to examine the researcher's professional practices as a teacher and an artist and how these experiences affect her actions as a high school art teacher. The related topics that are explored include teacher knowledge, art making as knowledge, teacher practice, the impact of professional development on teacher identity and artist identity. Additionally, this self-study allows the researcher to understand her dual identity in the art education profession and supports her to continue to critically reflect upon her practice as a teacher and an artist. This study also provides a scholarly account for other art educators as they examine the relationship between their teacher and artist identities.