Artist, Researcher, Teacher: A Study of Professional Identity in Art and Education
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Artist, Researcher, Teacher explores the relationship of three professional identities that often intersect in the lives of art practitioners, educators, and students.
Challenging conventional wisdom about specialization and professional identity, Alan Thornton shows that many individuals have complex, varied, and evolving relationships with visual art—relationships that do not fit into any single category. Against the backdrop of an expanding research culture and current employment models in the United States and the United Kingdom— where many artists also work as teachers—he argues for the necessity of a theory that both reflects and influences practice in the realm of art and art-related work. A great resource for those whose professional or creative lives encompass multiple aspects of art, research, and education, Artist, Researcher, Teacher will also provide fresh insights for those interested in identity formation and professional roles and practices. By elucidating our current situation, it opens the door to much-needed new approaches.
or another. After an intensive one-year training, the newly qualified art teacher has usually undergone a rapid and substantial change of direction. Superficially the developing artist has changed into a developing teacher of art. How prepared individuals are for this change is dependent on their psychological coping strategies and the strategies employed in their education to prepare them for changing social roles. If these are not adequate, then the individual could experience crisis. The
contemporary societies. ‘[T]he teaching of a vast range of courses provides work for thousands of artists’ (Creedy, 1970: 93). In England not only does education employ artist teachers but artists are also employed to work with teachers and students in residencies. Also public galleries with educational aims promote, sponsor and display artists’ work; highlight that self identification as such could help to alleviate any sense of identity crisis by asserting the positive relationship between
is designed to meet the specific needs of a professional group external to the University, and which develops the capability of individuals to work within a professional context. (Hoddell, 2002) With the development of professional doctorates in recent years, PhDs no longer monopolise the field. In the context of research and education, for example, the Ed.D. (Education Doctorate) has become more prevalent in the United Kingdom. Also the Research Assessment Exercise (RSE) of 2008 and the
adopting discrete identities or specialisations as the norm appears now more a choice than a necessary way of being. I hope the fairly simple triadic structure of this book helps in understanding the ways we, or others, categorise practices and identities and the ways it is possible to categorise them that reflect our changing professional identities. However, it has been my intention to construct these dual identities in response to the activities of real practitioners and evolving educational
here is the case of the child who is aware that a liquid maintains its ‘deep’ identity even though it undergoes various transformations such as being poured from one container to another of different shape. Identity crisis. An acute loss of the sense of one’s identity, a lack of the normal feeling that one has historical continuity, that the person here today is phenomonologically the same as the one here yesterday. Identity formation. Quite literally, the forming of one’s own identity (1) Most