Making Time and Space for Art: An Examination of an Artist-in-Residence Within a Postsecondary Art Education Program
Main Article Content
Abstract
This article examines the process and impact of an artist-in-residence program in Art Education at the University of Victoria. After an open call to artists, contemporary Upper Tanana visual artist, Teresa Vander Meer-Chassé, member of the White River First Nation of Beaver Creek, Yukon and Alaska was selected as the inaugural artist-in-residence. Through research-creation and qualitative methods this research examines the artist’s artistic process and the impact of an artist-in-residence on students’ and faculty’s perception of artistic practice and their experience working with an artist-in-residence within a post-secondary space of learning. Through photographic documentation, reflections and interviews by participants, the article examines ways the artist-in-residence enriched student and faculty learning in a Faculty of Education.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright notice is CC BY SA.
This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. All new works based on yours will carry the same license. Thus any derivatives will also allow commercial use. For example, if someone translates your article into French, the French version of the article will also have to be shared under a CC BY SA license.
References
Adams, J. (2005). Room 13 and contemporary practices of artist-learners. Studies in Art Education 47(1), 23–33.
Ash, N. (2016). Artist-in-residence: A project developed and carried out at the UdK Berlin between 2014 and 2016. In K. Winderlich (Ed.), Artist in residence (pp. 12–21). Universitat derKunste Berlin.
Barrett, E. & Bolt, B. (Eds) (2007). Practice as research: Approaches to creative arts enquiry. I.B. Tauris.
Barrett, E., & Bolt, B. (Eds.) (2013). Carnal knowledge: Towards a ‘new materialism’ through the arts. I.B. Tauris.
Bartlett, C., Marshall, M. & Marshall. A. (2012). Two-Eyed seeing and other lessons learned within a co-learning journey of bringing together Indigenous and mainstream knowledges and ways of knowing. Journal of Environmental Studies and Sciences 2 (4): 331–340.
Battiste, M., & James (Sa'ke'j) Youngblood Henderson. (2009). Naturalizing Indigenous knowledge in eurocentric education. Canadian Journal of Native Education, 32(1), 5.
Battiste, M., Bell, L., & Findlay, L. M. (2002). Decolonizing education in canadian universities: An interdisciplinary, international, indigenous research project. Canadian Journal of Native Education, 26(2), 82-95.
Bolt, B. (2016). Artistic research: A performative paradigm? Parse Journal, 3, 129–142
Bonneau, V. (2019). Creativity abuzz at McGill Art Hive: A unique space in the Faculty of Education provides the entire McGill community an opportunity to engage in visual art: https://giving.mcgill.ca/all-stories/creativity-abuzz-mcgill-art-hive
Finley, Susan (2008). Chapter 6: Arts-based. In Knowles, G. & Cole, A. (Eds.), Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples, and Issues. Cole, Sage Publications Inc.
Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the canadian academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218-227.
Gubrium, J. & Holstein, J. (Eds.) (2003). Postmodern interviewing. Sage Publications.
Hunter, M. A., Baker, W., & Nailon, D. (2014). Generating cultural capital? Impacts of artists-in-residence on teacher professional learning. Australian Journal of Teacher Education, 39(6), 74–88.
Hunter-Doniger, T. (2015). An artist-in-residence: Teaching with a sense of urgency. International Journal of Education through Art, 11(2), 229–243.
Hunter-Doniger, T., & Berlinsky, R. (2017). The power of the arts: Evaluating a community artist-in-residence program through the lens of studio thinking. Arts Education Policy Review, 118(1), 19–26.
Lachapelle, R. (2016). The Ottawa Roman Catholic Separate School board’s artists-in-residence program (1970-1988): One point of view. Canadian Review of Art Education: Research and Issues / Revue Canadienne de Recherches et Enjeux en Éducation Artistique, 42(2), 3. https://doi.org/10.26443/crae.v42i2.5
LeBlanc, N., & Irwin, R. L. (2019). A cosmopolitan imagination: Reimagining national identity through art. SynnyT/Origins: Finnish Studies in Art Education, 2, 344–359.
Miles, J., & Springgay. S. (2019). The indeterminate influence of Fluxus on contemporary curriculum and pedagogy. International Journal of Qualitative Studies in Education.
Pidgeon, M. (2014). Moving beyond good intentions: Indigenizing higher education in British Columbia universities through institutional responsibility and accountability. Journal of American Indian Education, 53(2), 7-28.
Ragoonaden, K., & Mueller, L. (2017). Culturally responsive pedagogy: Indigenizing curriculum. Canadian Journal of Higher Education, 47, 222–246.
Rotas, N. & Springgay, S. (2014). How do you make a classroom operate like a work of art? Deleuze-guattarian methodologies of research-creation. International Journal of Qualitative Studies in Education, 28(5), 552–572.
Shahjahan, R. A. (2015). Being 'lazy' and slowing down: Toward decolonizing time, our body, and pedagogy. Educational Philosophy and Theory, 47(5), 488-501.
Shields, A. (2018a). Painting as thinking; painting as conversation: An examination of learning through painting through studio visits with Canadian artists. Unpublished Doctoral Dissertation. The University of British Columbia, Vancouver, BC.
Shields, A. (2018b). Studio Conversations. International Journal of Education through Art, 14(3), p. 379-384.
Shields, A. (2019). A never-ending painting: The generosity of time spent making and learning with others through artistic research. International Journal of Art and Design Education, 38(3), 659–669.
Styhre, A., & Eriksson, M. (2008). Bring in the arts and get the creativity for free: A study of the artists in residence project. Creativity and Innovation Management, 17(1), 47–57.
Tanaka, M., Williams, L., Benoit, Y. J., Duggan, R. K., Moir, L., & Scarrow, J. C. (2007). Transforming pedagogies: Pre-service reflections on learning and teaching in an indigenous world. Teacher Development, 11(1), 99-109.
Ungemah, L. D., & Stokas, A. G. (2017). Making space for the possible: Artists-in-residence in community college. Art Education, 71(1), 24–31.
Weber, S. (2008). Visual images in research. In J. G. Knowles & A.L. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 41–54). Sage Publications.
Winderlich, K. (Ed.) (2016). Artist in residence. Universitat der Kunste Berlin.
Woywod, C., & Deal, R. (2016). Art that makes communities strong: Transformative partnerships with community artists in K–12 settings. Art Education, 69(2), 43–51.
Zaliwska, Z., & Springgay, S. (2015). Diagrams and cuts: A materialist approach to research-creation. Cultural Studies – Critical Methodologies, 15(2), 136–144.