MacDonald, AJ, A diptych of dilemma: Becoming an artist and a teacher, International Journal of Education Through Art, 13, (2) pp. 163-177. ISSN 1743-5234 (2017) [Refereed Article]
Available from 13 June 2018
Copyright 2017 Intellect Ltd.
The impetus for this article derives from an identified need for research to deliver further insight into the challenges inherent to becoming an artist and teacher (Graham & Zwirn 2010; Hall 2010). Of particular interest are the implications an existing and active artist practice can have for the beginning teacher. According to Hall (2010), becoming an art teacher is a complex process within which personal and professional identities and practices intertwine. This being the case, there is great value in examining the specific actions, decisions and consequences that contribute to shaping the artist becoming teacher process. In this article, I adopt Deleuze’s (1995) use of the term becoming through which to examine formation and interactivity of artist and teacher identity. By definition, becoming is taken as experimentation with the unknown and new coming into being, or be-coming (Semetsky 2010). As such, becoming is understood and realised in this article as the movement evident in changes between particular events, such as the interchange inherent to an artist becoming a teacher.
|Item Type:||Refereed Article|
|Keywords:||teacher identity and practice, pre-service teacher, beginning teacher, art teacher|
|Research Group:||Specialist Studies in Education|
|Research Field:||Teacher Education and Professional Development of Educators|
|Objective Division:||Education and Training|
|Objective Group:||Other Education and Training|
|Objective Field:||Education and Training Theory and Methodology|
|Author:||MacDonald, AJ (Dr Abbey MacDonald)|
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