NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1039315
Record Type: Journal
Publication Date: 2014
Pages: 11
Abstractor: ERIC
ISSN: ISSN-1541-1796
I: Making Art
Rosenfeld, Malke; Johnson, Marquetta; Plemons, Anna; Makol, Suzanne; Zanskas, Meghan; Dzula, Mark; Mahoney, Meg Robson
Teaching Artist Journal, v12 n4 p210-220 2014
Writing about the teaching artist practice should mean writing about art making. As both teacher and artist, the authors are required to be cognizant of their own art-making processes, both how it works and why it is important to them, in order to make this process visible to their students. They also need the same skills to write about how and why they are teaching. In this section, the authors investigate a number of different models for writing about teaching and learning art. The stories in this section are all strong examples of how personal artistic vision and values can positively influence a classroom art-making experience. The writing and stories here focus in closely on describing the purpose or motivation for a lesson, on materials used, classroom dynamics, and discussions of lesson content and sequence. [For the other articles in this series: II: The Bigger Picture, see EJ1039319; III: Trying Something New, see EJ1039323; IV: When Things Get Hard, see EJ1039324; and V: Musing, see EJ1039274.]
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 7; Junior High Schools; Secondary Education; Grade 8; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia; Illinois; New York; Washington