Becoming Pedagogical Through A/r/tography in Teacher Education

• In Event: Relationality and Methodology in A/r/tography

Abstract

1. Objectives
The purpose of this paper is to investigate how a/r/tography is uniquely situated to enact, develop, and problematize “becoming pedagogical” in an arts-based cohort in a teacher education program. This particular study purposefully grapples with visual and performing arts, in an elementary teacher education program, as teacher candidates “learn to learn” how to inquire through their disciplinary and interdisciplinary frames of mind.
2. Theoretical Framework
As theoretical framework, the authors used Dewey’s (1938) concepts of art and experience and Eisner’s (1991) ideas of the connoisseur’s appreciation and critique. They take the position that arts-based research adds to the diversity and complexity inherent in understandings about education and pedagogy.
3. Methods
Research activities involved arts-based workshops and the development of an art exhibition. The art took the form of public performances with visual representations of curriculum.
4. Data
This research involved elementary music and visual arts education classes at the University of British Columbia, as well as Communications and Principles of Teaching courses. The personal stories of two pre-service teachers, Emily and Alexandra, constitute the data of this paper from which we will further elaborate our perspectives and outcomes..
5. Results
The stories of Alexandra and Emily introduced basic notions of a/r/tography and influenced the projects of over 70 pre-service teachers since their creation. As is evident in their stories, additional commitments emerged from inquiry, namely:
i. a commitment to becoming a/r/tographers;
ii. a commitment to an ongoing (becoming) engagement in artistry and artistic pedagogy;
iii. a commitment to trusting one’s artistic instincts;
iv. a commitment to recognizing they are constantly becoming as artists, researchers teachers;
v. a commitment to trust, i.e., trusting the process (McNiff, 1998), trusting university and school mentors in their teacher education program, as well as trusting their peers.
The following constructs were what Emily and Alexandra expressed as understanding that came from their inquiry. First, pre-service teachers who embrace the a/r/tography project as a mode of artistic expression and who are capable of creating mature works of art have the most success, during coursework, during practicum, and into their teaching careers. They possess a commitment to becoming a/r/tographers and expanding their careers and career paths through artistic inquiry. They are open to change and professional growth. Second, artistry—in the form of visual arts, music, dance, and drama—continues to be(come) a strong influence in the identities of those individuals.
6. Significance
The significance of this work expresses what happens when university coursework projects shift to a professional perspective and to the embodiment of being a/r/tographic. The significance of enabling teacher candidates opportunities to work with/as teacher researchers—to create alongside others who are questioning, to engage with self reflection in a deeply compelling manner—reaches beyond current, traditional conceptions of teacher education to a place of a community of learners engaged in artistic, creative inquiry, suggesting a substantial shift in the conceptualization and practice of teacher education.

Authors

• Rita L. Irwin, The University of British Columbia

• Peter J. Gouzouasis, The University of British Columbia