Faculty of Education - Theses

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Start date: 2017 × End date: 2017 × Subject: art education × Subject: a/r/tography ×

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    An A/R/Tist in Wonderland: exploring identity, creativity and digital portfolios as A/R/Tographer
    Coleman, Kathryn Sara ( 2017)
    I seek to understand the role that personalised and rhizomatic learning plays in the development of artist identity and creative practice in secondary art education as a/r/tographer. Informed by theorists in critical, social and visual cultures in art education, I explore how learning in and through a personalised portfolio as both process and product, affects creativity and identity as artist through learning to see and notice the common threads in practice over time. I examine this through the lenses of a/r/tography, critical auto-ethnography and ethnographic video in a storied pedagogy, here on site. Situated within a/r/tographic inquiry and embodied research, this study addresses rhizomatic learning in art education and in arts based educational research and literature, specifically how important an understanding of creativity and creative practice are for students as art makers and responders to art, as makers, historians, theorists and critics. While art and art education are commonly discussed as creative, promoted as important aspects of cultural thinking, values collaboration, creativity and problem solving in schools, few studies have designed a personalised learning space to inform these practices and explore them from the artist-researcher-teacher viewpoint. I am an artist-researcher-teacher, I adopt this relational approach to this study, informed by a/r/tography, digital pedagogy, critical auto-ethnography and arts based educational research. This rhizomatic, reflective and relational methodology includes the researcher as participant, performing the research and designing learning through a personalised narrative. To include the artist voice as authoritative, digital ethnographic interviews are included as a/r/tefacts in the study design. As a/r/tographer art making, narrative and learning design are an important component of the meaning making process for pedagogy. Created as a bricolage of creativity, this study is rendered in the excess of art, research and teaching in the digital. It is a woven and intertwined personalised learning design, curated as a digital currere to invite creative affect through engagement with relational and rhizomatic learning and construct a new narrative for art education: A narrative of practice based pedagogies through a turn toward embodied praxis, a turn toward portfolio pedagogies, a turn toward a storied personalised curriculum and a turn to the digital for self discovery and creativity.