Becoming a visual arts teacher with a/r/tography
Examination practice in art teacher education in Sweden is a part of the development of professional practice in compulsory, secondary and upper secondary education. Visual arts as a school subject entails a hybridity of artistic and didactic perspectives. In art teacher education, a double didacti...
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| Format: | Article |
| Language: | English |
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OsloMet — Oslo Metropolitan University
2024-12-01
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| Series: | Nordic Journal of Art and Research |
| Subjects: | |
| Online Access: | https://journals.oslomet.no/index.php/ar/article/view/5456 |
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| _version_ | 1846116507840413696 |
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| author | Tarja Karlsson Häikiö Annika Hellman |
| author_facet | Tarja Karlsson Häikiö Annika Hellman |
| author_sort | Tarja Karlsson Häikiö |
| collection | DOAJ |
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Examination practice in art teacher education in Sweden is a part of the development of professional practice in compulsory, secondary and upper secondary education. Visual arts as a school subject entails a hybridity of artistic and didactic perspectives. In art teacher education, a double didactic perspective involves the learning of the student teacher and their future teaching of students in the visual arts. This article focuses on an examination of student teachers in the visual arts. An entry point is the methodology of a/r/tography, which entails exploring different subject positionings as artist, researcher and teacher in student teachers’ examination projects. Three examination projects were presented exemplifying how the use of art-based methods supports an understanding of subject didactics in the process of becoming a visual arts teacher. The examinations consisted of written academic texts and art-based explorative investigations in different visual media. The study also elaborated on how student teachers’ artistic production supports an understanding of the subject’s theoretical and practice-based content. The results indicated how a/r/tography can be used for reflected learning in becoming-teacher through student teachers’ efforts to encompass their future professional roles. The results also showed the challenges of student teachers in confronting their desires, doubts and fears in their learning processes during art teacher education.
Photo and artwork: Pseudonymized Student "X" (with permission)
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| format | Article |
| id | doaj-art-19dbc73b4ec74f6886d85f32f4e58c81 |
| institution | Kabale University |
| issn | 2535-7328 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | OsloMet — Oslo Metropolitan University |
| record_format | Article |
| series | Nordic Journal of Art and Research |
| spelling | doaj-art-19dbc73b4ec74f6886d85f32f4e58c812024-12-18T18:32:34ZengOsloMet — Oslo Metropolitan UniversityNordic Journal of Art and Research2535-73282024-12-0113310.7577/ar.5456Becoming a visual arts teacher with a/r/tographyTarja Karlsson Häikiö0Annika Hellman1Högskolan för Konst och Design, HDK-Valand, Göteborgs universitetMalmö University Examination practice in art teacher education in Sweden is a part of the development of professional practice in compulsory, secondary and upper secondary education. Visual arts as a school subject entails a hybridity of artistic and didactic perspectives. In art teacher education, a double didactic perspective involves the learning of the student teacher and their future teaching of students in the visual arts. This article focuses on an examination of student teachers in the visual arts. An entry point is the methodology of a/r/tography, which entails exploring different subject positionings as artist, researcher and teacher in student teachers’ examination projects. Three examination projects were presented exemplifying how the use of art-based methods supports an understanding of subject didactics in the process of becoming a visual arts teacher. The examinations consisted of written academic texts and art-based explorative investigations in different visual media. The study also elaborated on how student teachers’ artistic production supports an understanding of the subject’s theoretical and practice-based content. The results indicated how a/r/tography can be used for reflected learning in becoming-teacher through student teachers’ efforts to encompass their future professional roles. The results also showed the challenges of student teachers in confronting their desires, doubts and fears in their learning processes during art teacher education. Photo and artwork: Pseudonymized Student "X" (with permission) https://journals.oslomet.no/index.php/ar/article/view/5456art educationa/r/tographyart-based educationexaminationteacher education |
| spellingShingle | Tarja Karlsson Häikiö Annika Hellman Becoming a visual arts teacher with a/r/tography Nordic Journal of Art and Research art education a/r/tography art-based education examination teacher education |
| title | Becoming a visual arts teacher with a/r/tography |
| title_full | Becoming a visual arts teacher with a/r/tography |
| title_fullStr | Becoming a visual arts teacher with a/r/tography |
| title_full_unstemmed | Becoming a visual arts teacher with a/r/tography |
| title_short | Becoming a visual arts teacher with a/r/tography |
| title_sort | becoming a visual arts teacher with a r tography |
| topic | art education a/r/tography art-based education examination teacher education |
| url | https://journals.oslomet.no/index.php/ar/article/view/5456 |
| work_keys_str_mv | AT tarjakarlssonhaikio becomingavisualartsteacherwithartography AT annikahellman becomingavisualartsteacherwithartography |