Persistent Link:
http://hdl.handle.net/10150/291530
Title:
The Tucson Dinner Party: A study of art teacher development
Author:
Byrne, Maureen Anne
Issue Date:
2000
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In seeking to create and frame the teacher wisdom contextual to the practices of Tucson art teachers, I designed a descriptive action research study. Inspired by Judy Chicago's installation, The Dinner Party, I invited seven female art teachers to my home as guests at The Tucson Dinner Party. Four questions were asked of the art teachers. They were: (1) Using an artistic metaphor, how would they describe the meaning they give to their teaching? (2) How were they socialized into the profession? (3) How would they define the attributes of an expert art teacher? (4) How do they see the future of their profession? It was found that: teachers with more experience created more complex metaphors for their teaching, socialization of art teachers is weak at their school sites, teacher expertise is undefined in art education, and art teachers have concerns about the impact of standards reform on art programs.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Art.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Art and Art education
Degree Grantor:
University of Arizona
Advisor:
Galbraith, Lynn

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe Tucson Dinner Party: A study of art teacher developmenten_US
dc.creatorByrne, Maureen Anneen_US
dc.contributor.authorByrne, Maureen Anneen_US
dc.date.issued2000en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn seeking to create and frame the teacher wisdom contextual to the practices of Tucson art teachers, I designed a descriptive action research study. Inspired by Judy Chicago's installation, The Dinner Party, I invited seven female art teachers to my home as guests at The Tucson Dinner Party. Four questions were asked of the art teachers. They were: (1) Using an artistic metaphor, how would they describe the meaning they give to their teaching? (2) How were they socialized into the profession? (3) How would they define the attributes of an expert art teacher? (4) How do they see the future of their profession? It was found that: teachers with more experience created more complex metaphors for their teaching, socialization of art teachers is weak at their school sites, teacher expertise is undefined in art education, and art teachers have concerns about the impact of standards reform on art programs.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Art.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineArt and Art educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGalbraith, Lynnen_US
dc.identifier.proquest1401062en_US
dc.identifier.bibrecord.b4082536xen_US
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