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Arts-Based Inquiry as Artist-Teacher: Fostering Reflective Practice with Pre-Service Art Teachers Through Intermedia Journaling

McDermott, Tamryn Lara
http://orcid.org/0009-0006-6901-2466
http://rave.ohiolink.edu/etdc/view?acc_num=osu1718537728140002

Abstract Details

2024, Doctor of Philosophy, Ohio State University, Arts Administration, Education and Policy.
How might teacher educators build a reflective and supportive community of practice with pre-service teachers? How might a visual (intermedia) journaling practice support critical and reflective thinking? How might an arts-based intermedia approach to analysis inform teacher educator pedagogical methods? These questions evolved and emerged throughout my research process during this dissertation study. As an artist/researcher/teacher I used an arts-based research paradigm to guide an emergent research practice focused on understanding the potential of arts-based reflective practice in an art teacher education program. The study was conducted with two groups of undergraduate student participants enrolled in pre-service teacher education coursework. Parallaxic praxis, emerging from a/r/tography, was a guiding research methodology and pedagogical approach used to maintain a creative, living inquiry throughout the study. This methodology supported opportunities and potential for the researcher and participants to generate arts-based study data and engage in performative processes documenting their experience with creative reflective practices. The learnings from the first participant group informed decisions and activity design for participant group two. Participants actively engaged in self-directed and co-designed intermedia reflective activities throughout the cycles of the study. Along the way, poetic inquiry surfaced as a central method for analysis and to generate research renderings, primarily in the form of found poems. The research renderings were conceptualized into a research exhibition designed to be experienced through multiple modalities including an exhibition in an art gallery and a virtual online exhibition. This dissertation illustrates where the research process led me as the researcher, and my students, as participants. Through the renderings in the research exhibition, the process of analyzing data using poetic inquiry highlights benefits and challenges of collective and intermedia reflection processes using arts-based journaling and parallaxic multimodal pedagogies.
jt Richardson (Advisor)
Shari Savage (Committee Member)
Richard Finlay Fletcher (Committee Member)
Norah Zuniga-Shaw (Committee Member)
367 p.
Art Education; Education; Fine Arts; Teacher Education; Teaching
art education; art teacher education; poetic inquiry; parallaxic praxis; arts-based research; reflection; self-study; intermedia; journaling

Recommended Citations

Citations

  • McDermott, T. L. (2024). Arts-Based Inquiry as Artist-Teacher: Fostering Reflective Practice with Pre-Service Art Teachers Through Intermedia Journaling [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1718537728140002

    APA Style (7th edition)

  • McDermott, Tamryn. Arts-Based Inquiry as Artist-Teacher: Fostering Reflective Practice with Pre-Service Art Teachers Through Intermedia Journaling . 2024. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1718537728140002.

    MLA Style (8th edition)

  • McDermott, Tamryn. "Arts-Based Inquiry as Artist-Teacher: Fostering Reflective Practice with Pre-Service Art Teachers Through Intermedia Journaling ." Doctoral dissertation, Ohio State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=osu1718537728140002

    Chicago Manual of Style (17th edition)

osu1718537728140002
52
© 2024, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.