Abstract

An art teacher at an alternative high school examines how self-study and narrative influence art making in the classroom. This teacher-researcher-artist uses a/r/tography to study more deeply her role in creating curriculum that deals with students' stories as a meaning-making device. The a/r/tographer identifies herself as a type of teacher-curator of student narratives and explores the nuances of her particular research site. As the researcher more closely examined her own identity as artist, teacher, and researcher, she came to understand that this research was largely a study of self. Specifically, she more closely scrutinized her struggle with the role of artist through art production that aligned with the studies she was engaging with in the classroom. Even as student understandings shifted as a result of the curricular focus on narrative, so did that of the researcher.

Degree

MA

College and Department

Fine Arts and Communications; Art

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2015-07-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd7553

Keywords

alternative school, at-risk, a/r/tography, teacher as curator, self-study, narrative

Included in

Art Practice Commons

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