Collaboration as metaphoric construct and guiding practice in art-making and teaching: A multimodal rendering
MacDonald, AJ and Baguley, MM and Kerby, MC, Collaboration as metaphoric construct and guiding practice in art-making and teaching: A multimodal rendering, Studies in Art Education, 58, (4) pp. 312-324. ISSN 0039-3541 (2017) [Refereed Article]
Creating balance and enacting reciprocity between identities and practices constitutes a key challenge for those attempting to entwine their approaches to art-making and art-teaching (Irwin & Springgay, 2008; MacDonald & Moss, 2015; Sameshina, 2008). With this challenge in mind, this article elucidates how processes inherent to artist and teacher collaboration can be drawn together to guide approaches to art-teaching. To do this, an examination of the collaborative practices inherent to art-making and teaching is unfolded, and an exploration into how the entwining of art-making and teaching can be guided by the conceptualization of a creative metaphor. A multimodal rendering (MacDonald & Moss, 2015) is then shared to illustrate how this investigative process enabled the participants to ascertain, through enactment of a range of creative, reflective and analytical practices, consonant synergies and complexities inherent to teaching and art-marking. In doing so, this article delves beyond the surface of any discussion that might focus upon eliciting whether an art teacher should, or should not maintain a concurrent art practice to their teaching, and instead seeks to elucidate the benefits and navigate the difficulties of doing so. For the researcher who identifies themselves as an artist and a teacher, much can be learnt about how artists transition to classroom teaching through the closer examination of practices inherent to their work and lives as artists and teachers (MacDonald, 2014; Leggo, 2008), and it is from these combined experiential lenses of artist, researcher and teacher that this article derives.
metaphor, a/r/tography, art teacher, art education