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- Volume 8, Issue 1, 2019
Visual Inquiry - Volume 8, Issue 1, 2019
Volume 8, Issue 1, 2019
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Contemporary artist/teacher meets a mid-century classroom: Practice, theory and becoming an art teacher
Authors: Mark Allen Graham and Tara Carpenter EstradaStudent teaching is one of the most important and demanding parts of teacher preparation. Student teachers balance many concerns, including classroom management, apathetic students, the demands and expectations of a full-time teacher, how to dress, how to get along with their mentor teacher, and how to meet the expectations of the licensure process that typically includes complex assessments of their teaching practices. These case studies illustrate how student teachers may also need to navigate philosophical differences with their mentoring teacher about art, education and classroom management. These differences also create distinct portraits of conflicts in art education between emerging and traditional pedagogical practices. Creating a productive collaboration between university and school and between the student teachers and their mentors is a challenge that requires careful attention to the existing culture and teaching practices of the mentoring teacher and the emerging methods of the student teacher.
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Graduate student identity: Negotiating the academic and creative through resistance or conformity
Authors: Deanna Filiault, Debbie Gerardi, Ryan Aguirre and Sara Scott ShieldsIdentity is not restricted to a single facet of one’s personality; a person’s identity represents the entirety of who they are and the meanings they provide themselves as it relates to society. In other words, ‘[p]eople possess multiple identities’. Therefore, identity theorists explore the various roles that people provide themselves and what each of their identities means. As doctoral art/music education students – as it relates to this article – we are most concerned with the ways in which graduate students navigate the duality of their creative and academic identity while conforming to or resisting institutional expectations. The purpose of this study is to understand how Ph.D. art and music education students negotiate their academic and creative identities to resist or conform to expectations within the context of academic norms. This study sought to answer the following research question: to what extent are professional graduate arts education students navigating dual, overlapping creative and academic identities?
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Tomassetti’s masculinity
By Hannah QuinnIn our current society women are increasingly being accepted as both creators and consumers. In the face of female empowerment, we must be willing to re-examine our relationship to masculinity. As women are no longer seen as ‘lacking’, there is an increasing call for men to be allowed to embody traditionally feminine traits. Written through the lens of psychoanalysis, this article examines the way in which the artist Alessandro Tomassetti subverts our expectations of masculinity in his painting of a young man in a lace glove titled The Big Time (2015).
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Letters to Colleagues: A community of practice for navigating and reshaping identity
More LessThis article discusses outcomes from a study of Letters to Colleagues, a visual and verbal letter-based method of dialogic exchanges as means for spurring deep reflection and professionalism in preservice art educators. Reflective practice heightens educators’ learning or consciousness of identity – ‘who they are and who they might become as educators’. This article shares Letters to Colleagues, narratives within a community of practice employed in a university teacher preparation programme with aims to further preservice art educators as reflective practitioners. In the processes of Letters to Colleagues preservice art educators regularly tracked aha moments and wonderings from fieldwork that in turn encouraged visual (e.g. drawings, paintings, digital media, etc.) and verbal conversations and reflections with self and others about their multiple identities, personal philosophies, pedagogical dilemmas and decisions, and when necessary resolved internal and external conflicts. Letters to Colleagues utilizes reciprocity and accountability among peer colleagues’ letter writing and meaning making where the social whole and the individual constitute each other. The findings support Letters to Colleagues as ongoing reshaping of art educators’ adjustable identities. In the process a social discipline emerges within the community of practitioners transforming meanings back and forth from intersubjectivity and intrasubjectivity.
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Pedagogies of the minor gesture: Artful mentorship in college teaching
Authors: Maureen A. Flint and Kelly W. GuyotteWe, the two authors, found ourselves together in spring semester 2018 as Maureen enrolled in a mentored teaching course with Kelly. It was through this experience that we both became attuned to what Erin Manning termed minor gestures – an attentiveness to the subtleties, nuances, the potential in the minute and often imperceptible rhythms of professional and artistic practice. Through contemplation of the minor gestures of our mentored relationship, we entangle our uncertainties, frustrations, joys and realizations of teaching together, an awakeness to the minor pedagogical movements of the classroom. Moving between poetic reflections, writing and visual imagery in this article, we seek to slow down and dwell in the in-between spaces of research-artfulness-teaching that we have come to know as pedagogical minor gestures. Though minor in name, such gestures linger with us indefinitely as we consider the futures of our professional practices.
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Performance Review
By Clayton FunkThe Marcel Maus Hermeneutical Think Tank, Brent Everett Dickinson, 2018
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Book Review
More LessArt as a Way of Talking for Emergent Bilingual Youth: A Foundation for Literacy in PreK-12 Schools, Berta Rosa Berriz, Amanda Claudia Wager and Vivian Maria Poey (eds) (2019) New York: Routledge Publishing, 276 pp., ISBN 978-0-81538-451-9, p/bk, $49.95
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