Overview

A consideration of how self-study using arts-based methods can enable purposeful reflection toward understanding and envisioning professional practice. Professional practice is increasingly becoming more complex, demanding, dynamic, and diverse, and the fluctuating nature of professional practice necessitates the pursuit of discernment and clarity through ongoing reflective practice. Ideal for visual arts practitioners of all levels, this book presents a self-study model grounded in compelling research that highlights arts-based methods for examining four areas of professional practice: professional identities, work cultures, change and transitions, and new pathways. Each chapter focuses on a component of the self-study model and an area of professional practice. Additional chapters are devoted to artistic materials and research methods for interpreting self-study artifacts with the aim of goal setting. Throughout the text, charts and end-of-chapter prompts summarize key points, and images by visual arts practitioners represent a wide range of artistic media, methods, and approaches appropriate for self-study. The appendices provide additional resources for enhanced understanding of chapter concepts and key terms, guidelines, and rubrics for writing reflections, creating visual responses, and using a visual journal in the self-study process.

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9781789384864

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Sheri R. Klein, Ph.D., MFA is an interdisciplinary visual artist, educator and scholar with extensive teaching, research, leadership and online course development experience within higher education.  Her intersectional research has centred on issues related to visual art, art teacher preparation, self-study and arts-based approaches to reflective practice and professional development.    She has presented over 100 workshops, keynotes and lectures nationally and internationally. Her published scholarship appears in cross-disciplinary journals and within edited anthologies. Her edited books include Action Research: Plain and Simple (2012, Palgrave Macmillan) and Teaching Art in Context: Case Studies for Pre-service Art Education (2003, National Art Education Association).    An elected member of the Distinguished Fellows of the National Art Education Association, she is also the recipient of the 2018 June King McFee Award from the Women’s Caucus of the National Art Education Association for exceptional and continuous record of achievement in teaching, research and service. Her artworks have been widely exhibited in group and solo exhibitions. She currently teaches online courses with Kent State University (USA).   Kathy Marzilli Miraglia, EdD, MAE, BFA, is professor emeritus of art education at the University of Massachusetts Dartmouth. She was awarded the Kathy Connors Teaching Award by the National Art Education Association (NAEA) Women’s Caucus, the Massachusetts Higher Education Art Educator of the Year by the Council of the Massachusetts Art Education Association (MAEA), and the Outstanding Arts Educator Award from the Massachusetts Alliance for the Arts. She is a published author of peer-reviewed book chapters and journal articles, has co-edited the book Inquiry in Action: Paradigms, Methodologies and Perspectives in Art Education Research, co-presented NAEA national webinars, and presented at national and international venues. She served as Higher Education Eastern Division Director for NAEA, secretary on the board of directors for the New England Educational Research Organization, reviewer for Art Education, and the Preservice Division representative to the NAEA Research Commission. She is a practising and exhibiting artist of paintings and pastels.

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