Author

Eun Hee Lim

Publication Date

2008

Document Type

Dissertation/Thesis

First Advisor

Smith-Shank, Deborah Lee||Madeja, Stanley S.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Teaching and Learning

LCSH

Art teachers--Illinois--Attitudes||Curriculum planning--Illinois--Public opinion||Art--Study and teaching--Illinois--Public opinion

Abstract

This qualitative study using grounded theory of award-winning K-12 art teachers uses interview data to understand the personal and professional stories of their studio art practices, curricula, and pedagogies. Award-winning art teachers were purposefully selected for these interviews as they represent professional excellence. It highlights the ideological tensions some art teachers feel about their desire to make art and the realities of limited time and resources. The study also considers the lack of explicit references to studio art within art education policy and relevant literature. Recommendations are made for a reassessment of the importance of studio art to pre-service art teacher education, more support for studio arts in professional development, and a consideration of identity as an important factor in postmodern art education.

Comments

Includes bibliographical references (pages [128]-140)

Extent

viii, 153 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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