Author ORCID Identifier

Date of Award


Degree Type


Degree Name

Doctor of Education (EdD)


Middle and Secondary Education

First Advisor

Melanie Davenport, Ph.D.

Second Advisor

Jennifer Hamrock, Ph.D.

Third Advisor

Michelle Zoss, Ph.D.


Teaching for Artistic Behavior (TAB) (Douglas & Jaquith, 2009; Douglas, Jaquith, & Thompson, 2018) is a fairly new pedagogy in art education that gives students choice and agency in the classroom. In the following dissertation, I position myself as an art teacher who utilized this pedagogy as an a/r/tographer (Springgay, Irwin, Leggo, & Gouzouasis, 2008), navigating the spaces in/between being an artist, a researcher, and a teacher. The research evolved to include my experiences teaching remotely during the global pandemic of 2020. Through this arts-based qualitative research, I used a multimodal method of inquiry that allows for meanings to change (MacDonald, Baguley, & Kerby, 2017) making “the research responsive to practice and to those involved in that practice” (Springgay, Irwin, & Kind, 2008, p. 77). In framing my methodology within a/r/tography, I looked to the rhizomatic connections/weavings/folds (Deleuze & Guattari, 1987) between Bourriaurd’s relational aesthetics (Bourriaud, 2002; Budge & Clarke, 2012; Choi, 2013) and the Studio Thinking Framework (Hetland, Hogan, Jaquith, & Winner, 2018) to examine my experiences through living inquiry (Irwin, Kind, & Springgay, 2005). The significance of this study is to better understand the inter-connectedness of artmaking and teaching through living inquiry during a pandemic. In this arts-based, action research study, I utilized the creation of artwork and short visual journeys (svj) as a research tool through an auto-a/r/tography. As the navigator of the art room, I created and recreated the space and designed the curriculum based on TAB principles and the Studio Habits of Mind. I was interested in the changing landscape of my classroom studio, in this case the space transformed to a virtual studio, and how that might look if conceptually mapped from my observations and reflections of its use. Also, I wondered what might happen when a TAB teacher practiced what she preached through working as an artist alongside her students, modeling the Studio Habits of Mind through creating original works, not demonstrations.


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