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Exploring the relationship between making and teaching art.

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Title: Exploring the relationship between making and teaching art.
Authors: Garber, Elizabeth1 (AUTHOR) egarber@arizona.edu, Beckles, Khaffi1 (AUTHOR) kbeckles@gmail.com, Lee, Sangmin1 (AUTHOR) sangminlee@email.arizona.edu, Madan, Anjana1 (AUTHOR) amadan@email.arizona.edu, Meuschke, Gustav1 (AUTHOR) gmeuschke@gmail.com, Orr, Harrison1 (AUTHOR) orrharrison@gmail.com
Source: International Journal of Education through Art. Sep2020, Vol. 16 Issue 3, p435-457. 23p.
Subject Terms: *Art students, *Higher education, *Ability, Self-acceptance, Inspiration
Abstract: The central questions of this study, 'how does making influence art teaching?' and 'how does teaching art influence making?', were explored through interviews and maker journals. Findings indicate that making inspires teaching in providing inspiration, interest and confidence to teach as well as increased self-acceptance and happiness. Participants who indicated affects of teaching on making cited learning new skills, materials and styles, and that teaching stimulated reflection and encouraged them to make art that is relatable to others. Our conclusions suggest that the roles of maker and teacher are porous, intertwined and complex. Implications for teacher education suggest the importance of exploring and nurturing the interconnections between making and teaching in a reflective, supportive environment. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Exploring the relationship between making and teaching art.
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  Data: <searchLink fieldCode="AR" term="%22Garber%2C+Elizabeth%22">Garber, Elizabeth</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> egarber@arizona.edu</i><br /><searchLink fieldCode="AR" term="%22Beckles%2C+Khaffi%22">Beckles, Khaffi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kbeckles@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Lee%2C+Sangmin%22">Lee, Sangmin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sangminlee@email.arizona.edu</i><br /><searchLink fieldCode="AR" term="%22Madan%2C+Anjana%22">Madan, Anjana</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> amadan@email.arizona.edu</i><br /><searchLink fieldCode="AR" term="%22Meuschke%2C+Gustav%22">Meuschke, Gustav</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gmeuschke@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Orr%2C+Harrison%22">Orr, Harrison</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> orrharrison@gmail.com</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Education+through+Art%22">International Journal of Education through Art</searchLink>. Sep2020, Vol. 16 Issue 3, p435-457. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Art+students%22">Art students</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Self-acceptance%22">Self-acceptance</searchLink><br /><searchLink fieldCode="DE" term="%22Inspiration%22">Inspiration</searchLink>
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  Data: The central questions of this study, 'how does making influence art teaching?' and 'how does teaching art influence making?', were explored through interviews and maker journals. Findings indicate that making inspires teaching in providing inspiration, interest and confidence to teach as well as increased self-acceptance and happiness. Participants who indicated affects of teaching on making cited learning new skills, materials and styles, and that teaching stimulated reflection and encouraged them to make art that is relatable to others. Our conclusions suggest that the roles of maker and teacher are porous, intertwined and complex. Implications for teacher education suggest the importance of exploring and nurturing the interconnections between making and teaching in a reflective, supportive environment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=145695416
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        Value: 10.1386/eta_00043_1
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        Text: English
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              Text: Sep2020
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