Exploring the Concept of Art Teacher as Moral Support in The Dreaming Art Studio

Autor/in	Huxhold, Dianna
Titel	Exploring the Concept of Art Teacher as Moral Support in The Dreaming Art Studio
Quelle	In: Art Education, 76 (2023) 2, S.19-23 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huxhold, Dianna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2022.2153561
Schlagwörter	Art Teachers; Art Education; Case Studies; Teacher Student Relationship; Community Programs; Universities; Campuses; Studio Art; Teacher Role; Student Role; Teacher Education Programs; Elementary School Students; Teaching Methods; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Art teacher; Kunsterzieher; Kunsterzieherin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; University; Universität; Kunstwerkstatt; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This article questions the significance of art teacher as moral support for reconsidering the often taken-for-granted roles of students and teachers in art education settings. This theme arose in a qualitative case study conducted in a community-based Saturday Art School program at a Midwestern university campus. In this article, the author shares their research methodology and the theoretical framework, followed by the context in which "art teacher as moral support" emerged and evolved in The Dreaming Art Studio. The author then addresses what it means to be a "good" teacher through the lens of art teacher as moral support and discuss the implications for reimagining art educators' preparation and next practices. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01