Self-identification is essential to the mediation of educational outcomes, however the selective self-identification of students as an artist remains a relatively unexplored area of research in art education. This project uses qualitative narrative analysis to deconstruct the life stories of university-level art students, to examine formative processes underlying selective artistic self-identification, and to discern how dispositions developed in earlier experiences impact student engagement, performance and motivation at the university level. Research findings indicate students-as-artist identities develop along two distinct dramaturgical positions and emphasise the importance of mentor relationships, student-choice, open exploration, and environmental support to the development of emerging student-as-art identities. The researcher reviews literature broadly supporting an examination of selective self-identification, outlines methods used to deconstruct the life stories of university-level art students, examines evidence of emerging patterns in the data, and concludes with a short discussion of how findings of this project impact the teacher's role in corroborating selective artistic self-identification in students.
This chapter examines the educational potential of existing technologies to reframe student interpretations of public art spaces and promote civic engagement, interest, and investment within the vicinity of the interpretive exercise. The chapter specifically explores the theoretical relationship between virtual and local experience and traces the development of four research-in-teaching initiatives, interpretative exercises in which student participants examined local public art sites using digital imaging platforms and place-based technologies. The methods and findings sections of the chapter define the objectives and procedures most central to each interpretive exercise and present research findings in the form of selected student work. The research findings suggest that the digital augmentation of public art spaces reconfigures more traditional educational spaces/methods and compounds the benefits of virtual and local experience.
Teaching complex studio processes requires methods beyond linear step-by-step instruction and methods more consistent with authentic studio practices. Instructors have to be able to deconstruct their own decision-making processes, processes that have become somewhat automatic through experience, and then use this insight to anticipate how learners with less experience might respond when presented with a similar series of creative dilemmas. The author outlines a project in which pre-service art teachers in a secondary methods course employ technology-mediated methods, i.e. graphic organisers, instructional videos and online learning guides, to better understand complex studio processes and how to teach those processes through ubiquitous technologies The qualities of this work became evident during the 2020 coronavirus (COVID-19) pandemic and consequent school closures, when the pandemic presented teacher preparation programmes with a unique challenge in how to negotiate pre-service teaching practicums in a semester where students did not have ready access to a secondary art classroom.
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