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ERIC Number: EJ960340
Record Type: Journal
Publication Date: 2011
Pages: 18
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0039-3541
Emergent Places in Preservice Art Teaching: Lived Curriculum, Relationality, and Embodied Knowledge
Powell, Kimberly; LaJevic, Lisa
Studies in Art Education: A Journal of Issues and Research in Art Education, v53 n1 p35-52 Fall 2011
This article explores how student teaching experiences provoke preservice art teachers to rethink curriculum and pedagogy as an organic and living space that is connected to place, community, and local knowledge. Based on a larger qualitative study of urban preservice art education student teachers, the journeys of two student teachers are highlighted as case studies. By investigating information collected through student teacher interviews, classroom observations, and video elicitations, these cases exemplify how student art teachers embark on a journey that facilitates becoming a teacher through emergent and responsive curriculum that integrates art, materiality, and place. We highlight the importance of conceptualizing preservice teaching as an embodied and relational way of knowing, as well as the important role that place, as a focus of curriculum, might have for effective and meaningful field experiences. Implications are discussed in terms of preservice teacher education, urban teaching, and curriculum studies. (Contains 7 figures and 3 endnotes.)
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org/research/studies
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education; Junior High Schools; Middle Schools; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A