Artistic Inquiry in Art Teacher Education: Provoking Intuition through a Montage of Memory in and of Place
Article Sidebar
Main Article Content
Abstract
In this paper, I discuss research that explored the emergence of an intuitive disposition through teacher candidate participants’ artistic inquiry of their former school spaces and the conceptualization of time as montage to articulate novel pedagogical conditions in teacher education. Through filmmaking, participants performed as nomads, responding both physically and aesthetically to their affective responses to memory in place. In doing so, individuated memories of their mundane experiences of schooling emerged, disrupting recollected discourses about why they teach. This suggests the importance of artistic practice in teacher education pedagogical practices and the value of learning through rather than from experience.
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
Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.
Bullock, A. L., & Gailbraith, L. (1992). Images of art teaching: Comparing the beliefs and practices of two secondary art teachers. Studies in Art Education, 33(2), 86–97.
Butler, D. (2005). Giving an account of oneself. New York, NY: Fordham University Press.
Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5–12, 18.
Clandinin, D. J. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15(4), 361–385.
Connelly, M. F., & Clandinin D.J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5) 2–14.
Deleuze, G. (1991). Bergsonism (H. Tomlinson & B. Habberjam, Trans.). New York, NY: Zone Books.
Deleuze, G., & Guattari, F. (1986). Kafka: Toward a minor literature (D. Polan, Trans.). Minneapolis, MN: University of Minnesota Press.
Deleuze, G., &. Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (B. Massumi, Trans.). Minneapolis, MN: University of Minnesota Press.
Dewey, J. (1934). Art as experience. New York, NY: Berkley Publishing Group.
Garoian, C. R. (2001). Performing the museum. Studies in Art Education, 42(3), 234-248.
Garoian, C. R. (2008). Verge of collapse: The pro/thesis of art research. Studies in Art Education, 49(3), 176–188.
Garoian, C. R. (2010). Drawing blinds: Art practice as prosthetic visuality. Studies in Art Education, 51(2), 218–234.
Garoian, C. R. (2013). The prosthetic pedagogy of art: Embodied research and practice. New York, NY: SUNY Press.
Gess-Newsome, J., Southerland, S.A., Johnston, A., & Woodbury, S. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40(3), 731–767.
Grauer, K. (1998). Beliefs of preservice teachers toward art education. Studies in Art Education, 39(4), 350–370.
Irwin, R. L. (2006). Walking to create an aesthetic and spiritual currere. Visual Arts Research 32(1), 75–82.
Irwin, R. L., & O’Donoghue, D. (2012). Encountering pedagogy through relational art practices. International Journal of Art and Design Education, 31(3), 222–236.
Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research. London, UK: Routledge.
Kennedy, B. M. (2004). Deleuze and cinema: The aesthetics of sensation. Edinburgh, UK: Edinburgh University Press.
Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Durham, NC: Duke University Press.
Munby, H. (1982). The place of teachers’ beliefs in research on teacher thinking and decision making, and an alternative methodology. Instructional Science, 11(3), 201–225.
Munby, H. (1984). A qualitative approach to the study of a teacher’s beliefs. Journal of Research in Science Teaching, 21(1), 27–38.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.
O’Donoghue, D. (2007). “James always hangs out here”: Making space for place in studying masculinities at school. Visual Studies, 22(1), 63–73.
O’Sullivan, S. (2006). Art encounters Deleuze and Guattari: Thought beyond representation. New York, NY: Palgrave Macmillan.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Phelan, A. M. (2005). A fall from (someone else’s) certainty: Recovering practical wisdom in teacher education. Canadian Journal of Education, 28(3), 339–358.
Raudenbush, S. W., Rowan, B., & Cheong, Y. F. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65(2), 150–167.
Ricoeur, P. (1992). Oneself as another (K. Blamey, Trans.). Chicago, IL: University of Chicago Press.
Springgay, S. (2011). “The Chinatown Foray” as sensational pedagogy. Curriculum Inquiry, 41(5), 636–656.
Sullivan, G. (2010). Art practice as research: Inquiry in visual arts. Los Angeles, CA: Sage.