Personal practical knowledge: artists/researcher/teachers reflecting on their engagement in an art practice and professional work

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Abstract

Artists/researcher/teachers often face dilemmas in defining their multiple roles. Art educator's work is influenced by positive attributes and disempowerments as experienced through their personal and professional practice. In this chapter, the seminal work on personal practical knowledge by Clandinin (1985, 1989) is used as a theoretical framework to establish a dialectic relationship with four art educators in describing their art practice and pedagogical work from different lenses. Findings and discussions provide an insight into an artistic practice that bridge opportunity for research, teacher development, and personal, professional growth. The implications for art practice in promoting creative engagement and reflective approaches to teaching and learning are discussed. The use of narrative unities from art educators strengthens personal practical knowledge as a research process that is interactive and dialectical in developing practical understanding about art practice and reflections on art pedagogy. The notion of image as embodied and enacted through art educators’ art practice and professional work is highlighted.

Keywords: artist/researcher/teacher, engagement in an art practice, narrative unities, personal practical knowledge, reflexive practice.
Original languageEnglish
Title of host publicationEvidence-Based Learning and Teaching
Subtitle of host publicationA Look into Australian Classrooms
EditorsMelissa Barnes, Maria Gindidis, Sivanes Phillipson
Place of PublicationAbingdon UK
PublisherRoutledge
Chapter20
Pages239-256
Number of pages18
Edition1st
ISBN (Electronic)9781351129367
ISBN (Print)9780815355717, 9780815355700
Publication statusPublished - 3 Jan 2018

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