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Arts-Based Inquiry as Artist-Teacher...

McDermott, Tamryn Lara,

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Arts-Based Inquiry as Artist-Teacher: Fostering Reflective Practice With Pre-Service Art Teachers Through Intermedia Journaling /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Arts-Based Inquiry as Artist-Teacher: Fostering Reflective Practice With Pre-Service Art Teachers Through Intermedia Journaling // Tamryn Lara McDermott.
Author:	McDermott, Tamryn Lara,
Description:	1 electronic resource (368 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
Contained By:	Dissertations Abstracts International86-04A.
Subject:	Pedagogy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31693970
ISBN:	9798384462859

Arts-Based Inquiry as Artist-Teacher: Fostering Reflective Practice With Pre-Service Art Teachers Through Intermedia Journaling /
McDermott, Tamryn Lara,

Arts-Based Inquiry as Artist-Teacher: Fostering Reflective Practice With Pre-Service Art Teachers Through Intermedia Journaling /Tamryn Lara McDermott. - 1 electronic resource (368 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: A.

How might teacher educators build a reflective and supportive community of practice with pre-service teachers? How might a visual (intermedia) journaling practice support critical and reflective thinking? How might an arts-based intermedia approach to analysis inform teacher educator pedagogical methods? These questions evolved and emerged throughout my research process during this dissertation study. As an artist/researcher/teacher I used an arts-based research paradigm to guide an emergent research practice focused on understanding the potential of arts-based reflective practice in an art teacher education program. The study was conducted with two groups of undergraduate student participants enrolled in pre-service teacher education coursework.Parallaxic praxis, emerging from a/r/tography, was a guiding research methodology and pedagogical approach used to maintain a creative, living inquiry throughout the study. This methodology supported opportunities and potential for the researcher and participants to generate arts-based study data and engage in performative processes documenting their experience with creative reflective practices. The learnings from the first participant group informed decisions and activity design for participant group two. Participants actively engaged in self-directed and co-designed intermedia reflective activities throughout the cycles of the study. Along the way, poetic inquiry surfaced as a central method for analysis and to generate research renderings, primarily in the form of found poems. The research renderings were conceptualized into a research exhibition designed to be experienced through multiple modalities including an exhibition in an art gallery and a virtual online exhibition. This dissertation illustrates where the research process led me as the researcher, and my students, as participants. Through the renderings in the research exhibition, the process of analyzing data using poetic inquiry highlights benefits and challenges of collective and intermedia reflection processes using arts-based journaling and parallaxic multimodal pedagogies.

English

ISBN: 9798384462859Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Poetic inquiry

Arts-Based Inquiry as Artist-Teacher: Fostering Reflective Practice With Pre-Service Art Teachers Through Intermedia Journaling /
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520 $a How might teacher educators build a reflective and supportive community of practice with pre-service teachers? How might a visual (intermedia) journaling practice support critical and reflective thinking? How might an arts-based intermedia approach to analysis inform teacher educator pedagogical methods? These questions evolved and emerged throughout my research process during this dissertation study. As an artist/researcher/teacher I used an arts-based research paradigm to guide an emergent research practice focused on understanding the potential of arts-based reflective practice in an art teacher education program. The study was conducted with two groups of undergraduate student participants enrolled in pre-service teacher education coursework.Parallaxic praxis, emerging from a/r/tography, was a guiding research methodology and pedagogical approach used to maintain a creative, living inquiry throughout the study. This methodology supported opportunities and potential for the researcher and participants to generate arts-based study data and engage in performative processes documenting their experience with creative reflective practices. The learnings from the first participant group informed decisions and activity design for participant group two. Participants actively engaged in self-directed and co-designed intermedia reflective activities throughout the cycles of the study. Along the way, poetic inquiry surfaced as a central method for analysis and to generate research renderings, primarily in the form of found poems. The research renderings were conceptualized into a research exhibition designed to be experienced through multiple modalities including an exhibition in an art gallery and a virtual online exhibition. This dissertation illustrates where the research process led me as the researcher, and my students, as participants. Through the renderings in the research exhibition, the process of analyzing data using poetic inquiry highlights benefits and challenges of collective and intermedia reflection processes using arts-based journaling and parallaxic multimodal pedagogies.
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650 4 $a Teacher education. $3 3172312
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653 $a Reflection
653 $a Pre-service teachers
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710 2 $a The Ohio State University. $b Arts Administration, Education and Policy. $e degree granting institution. $3 3827731
720 1 $a Richardson, J. T. Eisenhauer $e degree supervisor.
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