a/r/t + design: one designer’s experience as a/r/tographer

This research explored the identities of teacher as practitioner in arts and education based research. A creative inquiry process investigated the roles of artist, researcher, teacher (a/r/t) and designer (+ design) and how they are negotiated in and through practice. This multi-modal approach linked reflective analysis with the creative practice of a visual artist and commercial designer to uncover the ideal conditions for creativity, discovering that a/r/t + design roles are not clearly defined or easily labelled. The liminal spaces and interstices are highlighted, but so too is the transformative potential afforded by connecting creative practice into opportunities for secondary visual arts education. An autoethnographic and a/r/tographic approach reflected on my personal and professional creative experiences. Connections made within, through and for my practice were revealed as essential for continued growth and a greater knowing of self. This engagement in self-knowing or process of becoming in critical autoethnography shows us ways of embodying change (Jones, 2016). My practice informed my teaching, highlighting the importance of making connections across current learning area divides for improved innovation in secondary education contexts. This research presented a layered web of relationships, extending into the lives of my students and offered insight into greater connection between theory and practice in art education. Connected learning encouraged my students to transfer their knowledge between siloed Arts and Technologies learning areas, helping to nurture our future innovators.

Grantor dc:publisher

Edith Cowan University, Research Online, Perth, Western Australia

Year dc:date

2018

Author dc:creator

• Blackwell, Alison

• a/r/tography
• design
• visual art
• autoethnography
• Western Australia
• Art Practice
• Higher Education
• Teacher Education and Professional Development

Repository record dc:identifier

https://ro.ecu.edu.au/theses/2085

OAI identifier oai:identifier

oai:ro.ecu.edu.au:theses-3087