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

Abstract

‘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.

Identities of a post-graduate research student

“…This highlights the "trade-off" between different enterprises (Wallace and Gruber, 1989, p. 12). Daichendt (2011) outlines that networks of enterprises are tools to document the diverse aspects of one's life, in the case of Wallis this tool "track[ed] the streams of thinking" that led him to identify as an artist-educator (2011, p. 71), one of which was his identity within education. Which incidentally was a negative experience (Daichendt, 2010), relating to Thornton's notion of art school experiences informing future identity direction.…”

An Interrogation into the Need for a New Definition for the Artist‐Teacher in Adult Community Learning

“…Next, the six selected terms will be outlined. The earliest of these, ‘artist‐educator,’ is provided by George Wallis in 1845 (Daichendt 2011, 72). His use of this term differs from Pringle's use of it.…”

Creaciones y transformaciones en la onto-epistemología de los/as artistas-docentes. Un proyecto al sur de Chile

“…Según la concepción de Wallis (Daichendt, 2011) el término artista-docente se constituye como una filosofía de enseñanza que no implica un rol dual entre ser docente y artista, más bien implica la integración de la experiencia artística en la sala de clases para que el saber e interés artístico de/la artista-docente sea el motor de la enseñanza. Hablamos entonces de la posibilidad de un tránsito y de estar constantemente entre ambos roles, de manera rizomática y no lineal.…”

“…Al introducirse en las aulas y/o llevar sus creaciones a espacios que trascienden el circuito artístico normalizado, el/la artista visual se posiciona como un sujeto activo con compromiso social, y su hacer como artista cobra nuevos significados que cuestionan la identidad tradicional de quien es artista, para mostrarnos diversas formas de ser y hacer arte. Al respecto, algunos autores han comenzado a utilizar el concepto artista-docente (Daichendt, 2009b(Daichendt, , 2009a(Daichendt, , 2011Adams, 2003Adams, , 2007Atkinson, 2011;García-Huidobro, 2018a, 2018bHall, 2010;Hickman, 2010;Thornton, 2005;Upitis, 2005) o arteducador (Proyecto Cartografías Arte+Educación, s.f) para denominar proyectos artísticos que conjugan lo artístico con lo pedagógico y/o educativo.…”