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Influence of the artist-teacher’s art-making on the conceptualisation and implementation of art teaching and learning in the junior college art classroom
Author
Ng, Jennifer Su Yin
Supervisor
Kehk, Bee Lian
Abstract
This study stemmed from my belief that effective art teaching comes from paying close attention to the subtleties involved in the process of making art. The art teacher is an art education connoisseur who focuses on improving the quality of art teaching and learning experiences through keen observation and research. He or she is also an art education critic who seeks different ways of knowing and engages in continuous reflection and evaluation in and of the process of teaching art. Art-making is a dynamic process that transforms the experience of the art maker. It is an engaged way of knowing that heightens the art maker’s awareness of the world around them. It is important that authentic art studio practice be used as part of the art learning experience in the classroom. Authentic art education is an all-encompassing pedagogical approach that advocates meaningful connections between the learner and the dynamic professional world of art. Such approach towards art teaching can be brought into the classroom through the artistic engagements of the artist-teacher to provide a holistic understanding of art-making in relation to the larger context of the art world.
Using the practice-based methodology of A/r/tography, I assume the role of an A/r/tographer, working simultaneously as an artist, a researcher and teacher to find out how my personal art-making experiences can affect the way I conceptualise and implement art teaching and learning in a junior college art classroom. This study is undertaken with the aim of self-discovery, considering my dual identities of the artist-teacher. The purpose of this study is to inform my own teaching and hopefully, contribute to the research relating to teacher’s art practice and its impact on their teaching.
Using the practice-based methodology of A/r/tography, I assume the role of an A/r/tographer, working simultaneously as an artist, a researcher and teacher to find out how my personal art-making experiences can affect the way I conceptualise and implement art teaching and learning in a junior college art classroom. This study is undertaken with the aim of self-discovery, considering my dual identities of the artist-teacher. The purpose of this study is to inform my own teaching and hopefully, contribute to the research relating to teacher’s art practice and its impact on their teaching.
Date Issued
2017
Call Number
N365.S55 Ng
Date Submitted
2017