Date of Award
1-12-2006
Degree Type
Thesis
Degree Name
Master of Arts in Education (MAEd)
Department
Art and Design
First Advisor
Paula P. Eubanks - Chair
Second Advisor
Melody Milbrandt
Third Advisor
Joseph Peragine
Fourth Advisor
Teresa Bramlette-Reeves
Abstract
Many artist-teachers struggle to nurture and pursue their ambitions in their dual roles. The purpose of this research is to explore the nature of the professional practices of artist-teachers. While there is a substantial amount of research that provides models of artist-teachers, who teach at the post secondary levels, there are not many models for artist-teachers who teach primary and secondary age groups. Four artist-teachers, whose practices are currently contributing to the art world, as well as the educational world, were interviewed for a multiple case study. The roles represented in the study include painters, sculptors, a ceramist, a musician, a performance artist, art teachers, a music teacher, and a performance-art educator. This multiple case study provides four models of artist-teachers whose professional practices contribute to their identity and fulfillment in their dual roles. The study reveals the artist-teacher’s practice as an artist, practice as a teacher and relationship between the dual roles.
DOI
https://doi.org/10.57709/1062135
Recommended Citation
Sweat, Ashley Dawn, "What is the Nature of the Professional Practice of Artist-Teachers? Four Case Studies." Thesis, Georgia State University, 2006.
doi: https://doi.org/10.57709/1062135