Date of Award

1-12-2006

Degree Type

Thesis

Degree Name

Master of Arts in Education (MAEd)

Department

Art and Design

First Advisor

Paula P. Eubanks - Chair

Second Advisor

Melody Milbrandt

Third Advisor

Joseph Peragine

Fourth Advisor

Teresa Bramlette-Reeves

Abstract

Many artist-teachers struggle to nurture and pursue their ambitions in their dual roles. The purpose of this research is to explore the nature of the professional practices of artist-teachers. While there is a substantial amount of research that provides models of artist-teachers, who teach at the post secondary levels, there are not many models for artist-teachers who teach primary and secondary age groups. Four artist-teachers, whose practices are currently contributing to the art world, as well as the educational world, were interviewed for a multiple case study. The roles represented in the study include painters, sculptors, a ceramist, a musician, a performance artist, art teachers, a music teacher, and a performance-art educator. This multiple case study provides four models of artist-teachers whose professional practices contribute to their identity and fulfillment in their dual roles. The study reveals the artist-teacher’s practice as an artist, practice as a teacher and relationship between the dual roles.

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