| Summary: | This research argues in favour of a transformational orientation to art
education curriculum.. I discuss implementing a teacher-as-artist model in art
education as a means to achieve personal transformation. I examine the
practices of three art teachers who engage in creating art work themselves as a
way of modeling art production and visual problem solving with students, in
an effort to facilitate student transformation. As a participant in this process, I
retell my own experiences as an artist and teacher, and thus my own personal
transformations are identified. Achieving a transformational orientation is
not easy and as such, complexities and tensions are identified while sharing
authority and leadership in a collaborative way. An action research
methodology was chosen as a way to systematically investigate the feminist
principles of cooperation, collaboration, and honouring lived experiences
which form the pedagogical structures that support teaching in a
transformational orientation. However, as the research unfolded, the
methodology itself transformed to include my own autobiography. The
findings of this study point to the themes of identity, commitment and
relationships as indicators of teachers respecting a transformational pedagogy.
The research concludes with the original model of teacher-as-artist evolving
to a concept of the role of pedagogical artists, as teacher/student relationships
are altered to become more caring, trusting, and respectful. Therein lies the
possibility for personal change, thus moving us in a direction towards a
societal transformation. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
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