Studio art practices and k-12 art teachers' identities : art curricula and professional discourses
This qualitative study using grounded theory of award-winning K-12 art teachers uses interview data to understand the personal and professional stories of their studio art practices, curricula, and pedagogies. Award-winning art teachers were purposefully selected for these interviews as they represent professional excellence. It highlights the ideological tensions some art teachers feel about their desire to make art and the realities of limited time and resources. The study also considers the lack of explicit references to studio art within art education policy and relevant literature. Recommendations are made for a reassessment of the importance of studio art to pre-service art teacher education, more support for studio arts in professional development, and a consideration of identity as an important factor in postmodern art education.