How Being a Teaching Artist Can Influence K-12 Art Education

Graham, Mark; Zwirn, Susan Goetz

doi:10.1080/00393541.2010.11518804

Cited by 31 publications

(15 citation statements)

References 17 publications

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“…The career path of teaching artists is similar to that of most art teachers who ‘have sought first to train as artists, and then, turned to … teaching as a way to combine their love of art with [the need for earning a living or] an interest in education’ (Graham & Zwirn , 221). According to Remer (), professional artists have taught as specialists in public and private schools in America since the early 1900s.…”

Section: Introductionmentioning

confidence: 93%

“…The study found that art integration improved the school climate and increased students’ opportunities and abilities to express themselves. Graham & Zwirn (, 219) identified the educational dynamics in art classrooms engendered by teaching artists. They found that teachers who were actively engaged in their professional art practice were more likely to cultivate ‘complex learning environments that disrupted predictable approaches to schooling by creating unstructured and hospitable spaces characterized by play, conversation, and collaboration’.…”

Section: Introductionmentioning

confidence: 99%

“…Such demands are evident in recent discussions that stress the concept of twenty‐first‐century learning, characterised by fluidity, unpredictability and complexity (Benade ; Bolstad & Gilbert ). Regarding the emerging role of the arts, many advocates assert that such skills and qualities can be promoted best when the arts are integrated into the school curriculum (Davis ; Graham & Zwirn ; Paek ). Davis () insisted that the arts should be included in education in ways that offer distinctive learning opportunities that other subjects lack.…”

Section: Introductionmentioning

confidence: 99%

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Social Expectations and Workplace Challenges: Teaching Artists in Korean Schools

Paek¹

2017

Int J Art Design Ed

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Social interest in art integration for curriculum enrichment and innovation, particularly at the turn of the century, has promoted extensive institutional partnerships between cultural organisations and public schools in many countries. Stimulated by social demands for innovative educational practices, these institutional partnerships have increased the numbers of teaching artists sent to schools. These artists are expected to contribute to the development of students’ creative imaginations by providing learning opportunities beyond conventional classroom practices. However, the extent to which teaching artists are able to develop creatively within their socially expected roles remains unclear, especially considering the marginal status of the arts in formal education settings. A recent survey‐ and interview‐based study conducted by the present author in South Korea demonstrated that teaching artists in schools find the structured educational system often limits the scope of their classroom practice. This article reviews the teaching artists’ concerns and needs identified in the study context and discusses ways to support their professional development and expand the roles of institutions in improving the quality of their teaching practice. The discussion also examines historical and socio‐political factors that have influenced the persisting challenges of structural issues inherited in the Teaching Artists in Schools Program in South Korea to provide suggestions for more sustainable and instructive collaborations.

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Section: Introductionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social Expectations and Workplace Challenges: Teaching Artists in Korean Schools

Paek¹

2017

Int J Art Design Ed

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“…According to Graham and Zwirn (2010), art can be a pathway to the exploration of personal and/or cultural narratives. Art is a body of evolving knowledge that is about something meaningful and unique, not just techniques to be learned.…”

Section: What Were Your Concerns and Fears In Connecting Theory To Prmentioning

confidence: 99%

Exploring and Discovering the Self Art Therapy–Based Activity

Chen¹

2015

RAH

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For immigrant students, the cultural values and norms at home and at school can vary widely. Under these conditions, it is difficult to participate in school activities because of insecurity or the fear of offending or angering others, which in turn compromises self-esteem and academic expectations. This research focused on how therapeutic art activities can help immigrant students enhance their self-identity. Therapeutic art activities can be regarded as a decolonizing medium because they are not structured based on mainstream educational or curricular frameworks. Traditional art classes may also ask students to draw from their imaginations; however, from the art therapy perspective, students' inner worlds of images, feelings, thoughts, and ideas are always of primary importance to the learning experience. In this research, art therapy-based activity was practiced as an effective tool for helping college students cope with troubling feelings and negotiate difficult experiences.

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“…Disregarding contemporary art in favor of artistic examples from past centuries may unwittingly communicate that art from the students' own lifetime has no value. Art educators may evade nontraditional artmaking materials because they are reluctant and fearful of teaching contemporary art and ways of making due to their own lack of experience, knowledge, and confidence (Joo, 2011;Graham, 2010;Thulson, 2013). Relevant curricular content should include attention to contemporary culture (Gude, 2004).…”

Section: Relevance Of the Studymentioning

confidence: 99%

Lessons in Modeling, Preventing, and Treating Neural Injury: Improving Bench-to- Bedside Translation

Turner¹

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This research and inquiry is consequential to my experiences as a student and artist. There was no visual arts education program during my public elementary school education. As a result of recognizing my creativity and artistic passion my parents enrolled me in an in-home arts class up the street from my house. The class catered to the parents' desire of predetermined holiday oriented master pieces which displayed technical skill beyond the students' years. When projects were dry and ready to be taken home, students relied on recognizing their name scrawled on the backside or underneath, because recognizing your piece any other way was virtually impossible. My secondary school arts classes reflected a slightly more progressive approach, but still failed to fully captivate me as an artist. To the bereavement of my incredibly supportive mother I refused to make an appointment with the art department and instead enrolled in college at the University of Tennessee as an 'undeclared' major, deciding with determination that art was not a worthy collegiate pursuit. When a new friendship led to an informal stroll through the Art & Architecture building I was astonished by the student artwork on exhibit, and promptly applied to the program. The contemporary installations, something I had never seen before, inspired and captivated me. In 2008, I received honorable mention for the Outstanding Student Achievement in Contemporary Sculpture Award presented by the International Sculpture Center and two years later I earned my B.F.A. in Sculpture. In 2015, I eagerly continued my journey as an art enthusiast by beginning my master's in art education at West Virginia University. My experiences as a young art student, as a studio artist, and as a graduate student inform my identity as a future arts educator, as well as drive my passion for research.

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How Being a Teaching Artist Can Influence K-12 Art Education

Cited by 31 publications

References 17 publications

Social Expectations and Workplace Challenges: Teaching Artists in Korean Schools

Social Expectations and Workplace Challenges: Teaching Artists in Korean Schools

Exploring and Discovering the Self Art Therapy–Based Activity

Lessons in Modeling, Preventing, and Treating Neural Injury: Improving Bench-to- Bedside Translation

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