Ten art education students, in a small southeastern liberal arts university took part in the qualitative study that follows. Using an art-based action research methodology that draws on John Dewey's and Maxine Greene's philosophies of the continuity of informal and formal learning, Donald Schön's definition of reflective practicum, Arthur Combs' theory of self as instrument, and Hetland, Winner, Veenema, and Sheridan's position that art is a way of knowing, the students created books as holders of meaning as well as aesthetic art objects. They reflected individually and together on the art making process and on the lived experience that influenced their creative work. Through reflective journaling, art making, and directed sharing, they explored who they are, what they value, and the meaning of both to their as yet inchoate teaching.
Data analyzed in this report include photographs of the books made, journal reflections, audio transcripts of directed group sharings, pre- and post- evaluations, and field notes of the researcher. The students examined art making, reflection, community, ritual, mistakes, exploring new ideas and experiences, moving outside one's comfort zone, and collaboration as it relates to art making, art teaching, and meaning. The inquiry relates the experience of art students who are training to become reflective art educators. It is the story of being present to the world, art as communication and process rather than product, and the trust and safety that must be present in a situation for revelation and transformation to occur.
|School:||Union Institute and University|
|School Location:||United States -- Ohio|
|Source:||DAI-A 69/08, Dissertation Abstracts International|
|Subjects:||Art education, Teacher education, Education philosophy|
|Keywords:||Art education, Book arts, Constructivist, Preservice, Preservice teachers, Reflective practice, Sense-making|
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