Redefining the <i>Artist</i>-Teacher

Daichendt, G. James

doi:10.1080/00043125.2009.11519035

Cited by 21 publications

(16 citation statements)

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“…However, Wallis was elected FSA before his death and recognised by his contemporaries as a significant scholar ( Figure 3). He was much more than a onedimensional artist, a revolutionary teacher who applied an artistic way of thinking to the field of education, a concept still being unpacked today (Daichendt 2009(Daichendt , 2010.…”

Section: Resultsmentioning

confidence: 99%

The Nineteenth‐Century Artist‐Teacher: A Case Study of George Wallis and the Creation of a New Identity

Daichendt

2011

Int J Art Design Ed

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‘Artist‐teacher’ is a conceptually rich term in the field of art and design education used to describe the professionally distinct roles of artist and teacher. George Wallis (1811–91), a nineteenth‐century artist and teacher, the subject of this article, first used the term ‘artist‐teacher’ to describe himself and his theories of art education. To better understand this new term, the researcher organised the diverse aspects of Wallis's life from 1811 to 1845 as a network of enterprises to track the streams of thinking that contributed to this professional statement. Through comparison, ordering and sequencing the various enterprises, a deeper and reflective understanding of Wallis's teaching developed. In fact, the network of enterprises displays the growth of Wallis's thought as a slow and evolving process, eventually highlighting the turbulent situation that provoked Wallis to defend his theories and practices when he conjured the new term.

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Section: Resultsmentioning

confidence: 99%

The Nineteenth‐Century Artist‐Teacher: A Case Study of George Wallis and the Creation of a New Identity

Daichendt

2011

Int J Art Design Ed

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“…Based on van Gogh´s idea of a “Studio of the South” we begin to look more closely at the formation processes of artists – musicians, actors, painters, dancers, photographers, etc. In a very different way from the Brazilian teachers (Feitosa and Leite, 2011, 2012; Silva, 2019), the artists have a formation that more cohesively combines theory and practice (Booth, 2003; Daichendt, 2009; Eisner, 1984, 2004; Thornton, 2005). While the future teacher suffers from the segregation between theory and practice, artists bridge these categories.…”

Section: Part 2: Teacher Training Based On Van Goghian Dossiersmentioning

confidence: 99%

“…This relationship of praxiological proximity between practice and theory, which occurs along the lines of artistic formation, seems to be an interesting perspective one can take to think about the educator's work that is more linked to the daily aspects of teaching, but without neglecting his concern with the contributions of the fields of teaching education (Booth, 2003; Daichendt, 2009; Thornton, 2005). Furthermore, this artistic inspiration may include both the initial education of future teachers as well as the continuing education of teachers in active exercise of their duties in educational institutions (Eisner, 1984, 2002, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…To answer these questions, we use as a methodological mechanism the bibliographic research of works related to the theme of van Gogh's biography (Bailey, 2016; Barresi, 2018; Correa, 2014; Hughes, 2005; Murphy, 2016) and letters exchanged between the painter and his associates (Gauguin, 1888a, 1888b, 1996, 1997; van Gogh, 1882, 1888a, 1888b, 2015), as well as texts by researchers in the field of art-education or teaching training (Booth, 2003; Daichendt, 2009; Eisner, 1984, 2002, 2004; Feitosa and Leite, 2011, 2012; Thornton, 2005).…”

Section: Introductionmentioning

confidence: 99%

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New public policy for teacher training in Brazil: Vincent van Gogh as an inspiration for the action of the Pedagogical Residency program?

Feitosa

2020

Policy Futures in Education

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In Brazil, in 2018, the federal government proposed the creation of a new public education policy, the Pedagogical Residence program, as one of the actions that integrate the National Teacher Training Policy. The primary function of the Pedagogical Residence program is to support Higher Education Institutions in the implementation of innovative projects that stimulate the articulation between theory and practice in undergraduate courses managed in conjunction with public basic education networks. This paper aims to analyze the possibilities of articulation between art and human formation based on van Gogh's proposal for the formation of a Studio of the South, as inspiration for the performance/training of teachers within the Brazilian Pedagogical Residency program. As a methodological mechanism we used bibliographic and documental of works related to van Gogh's biography and letters exchanged between the painter and his associates, as well as texts by researchers in the field of teacher training and teacher artists. The article is divided in two parts: the first provides a brief description of Vincent van Gogh's life, focusing on his proposal to train artists in a creative atelier, the Studio of the South. The second component of the text presents some aspects of the relationship between art and teacher training, aiming to list arguments around the formation of teachers based on the van Goghian idea.

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“…Ifølge Booth kan Teaching Artist definers som: "an artist who chooses to include artfully educating others, beyond teaching the technique of the art form, as an active part of a career" (Booth, 2009, s. 3). Kunstkritiker og professor i kunsthistorie James Daichendt (2009) definerer en TA på denne måten: "artist-teacher represents a more inclusive and richer understanding of the multifaceted aspects of teaching art" (s. 33-38). Han utdyper dette i en korrespondanse med artikkelforfatter i 2016:…”

Section: Teaching Artist (Ta)mentioning

confidence: 99%

Inn i bildet

Jensen

2019

A & R

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«Inn i bildet» er et praksisledet formidlingsprogram som er utformet ved Nasjonalmuseet i Oslo (NM). Innen dette programmet er det utviklet en metode basert på estetiske prosessorienterte tilnærmingsmåter der møtet med et kunstverk starter en aktiv prosess hos betrakteren. «Inn i bildet» viser hvordan kunstbasert læring kan fungere som verktøy for trening av refleksjonsevnen, noe som igjen kan gi forståelse og innsikt både individuelt og som gruppe. Metoden er spesielt egnet for områdene utdanning, arbeidsliv og psykisk helse. Denne artikkelen er en analyse av hvordan arbeidet med et fritt valgt kunstverk bearbeides videre i eget personlig uttrykk. Deltagerne eksperimenterer med ulike teknikker i atelieret, veiledet av kunstpedagoger / Teaching Artist (TA). TA er en profesjonell kunstner som arbeider med kunst i utdanning eller i tilknytning til samfunnsorganisasjoner, i denne sammenheng ved Nasjonalmuseet. Hensikten med artikkelen er å løfte fram formidlingsmetoden, slik at leseren steg for steg får ta del i selve arbeidsprosessen. Relevant teori fra pedagogikk, kunstdidaktikk, antropologi og kunstterapi anvendes for å betrakte praksisledet arbeid med kunstformidling i lys av fenomenologiske og hermeneutiske perspektiv.

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Redefining the Artist-Teacher

Cited by 21 publications

References 10 publications

The Nineteenth‐Century Artist‐Teacher: A Case Study of George Wallis and the Creation of a New Identity

The Nineteenth‐Century Artist‐Teacher: A Case Study of George Wallis and the Creation of a New Identity

New public policy for teacher training in Brazil: Vincent van Gogh as an inspiration for the action of the Pedagogical Residency program?

Inn i bildet

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