Aligning With Creative Practices: An Autoethnographic Journey of Critical Incident Moments in Art Classrooms

• In Event: Cultivating Art Teachers’ Identity Awareness Through Critical Reflection: Perceptions, Context, and Positionality in Art Education

Abstract

Objectives: The purpose of this arts-based study was to explore how transformative learning (Mezirow, 1990) and critical incident analysis (Tripp, 1993) paired with photographic and drawing reflections can be used as a method for reflecting on one’s teaching and creative practices for inclusive and diverse learning environments. This presentation will share qualitative autoethnographic and arts-based findings in visual essay format that highlight the author’s photographic reflections and written journals over two semesters in art and art education courses.

Theoretical framework: Existing research in adult education and teacher education focuses on the effectiveness and value of exercising various techniques and pedagogical theories for self-reflection and critical reflective moments primarily in academic classrooms (Ahluwalia, 2009; Beigi, 2016; Boud et al., 1985; Cranton, 1992; Hillier, 2005; Mezirow, 1990, 2000). In addition, researchers in art education discuss the importance of critical reflective practice in culturally responsive pedagogy in the arts (Hood & Travis, 2023; Travis et al., 2018). However, very few studies investigate how transformative learning and critical incident analysis combined with arts-based methods could foster a teacher’s understanding and awareness of diversity, equity, and inclusion in art and art education classrooms. Further, there is little discussion on how one’s creative practice informs teaching and vice versa. Therefore, drawing on existing research in teacher education and adult education, this study emphasizes how, if at all, a teacher’s autoethnographic exploration informed by critical incident analysis and art journals (photographs, drawings) fostered the author’s newfound identity as an artist, educator, and researcher and perspectives on inclusive practices in teaching and learning in art and art education contexts.

Methods: This is a qualitative research study that utilized autoethnography and arts-based methods to conduct rich data collection such as series of photographic documents from art and art education classrooms, author’s art journals, and critical incident analysis reflection over two semesters.

Data sources: The study engaged with multiple sources of data, such as written and visual reflections as well as self-recorded post-teaching research memos. The study collected class artifacts (teaching notes, lesson plans, assignments) by students and the teacher for multi-leveled data analysis and triangulation.

Results: Findings and results made invisible moments of critical incident analysis and reflection visible via autoethnographic visual essay to support the value of creative practice and reflective strategies of other teaching practitioners, artists, pre-and in- service teachers, and students in art education. The study also informed that one’s creative and teaching processes became seamlessly integrated over time.

Significance: The insights and results of this study will be significant to various teaching practitioners, creatives, and scholars as they question how to sustain one’s creative practices and pedagogies while developing and reflecting on teaching practices. The study informs how certain kinds of visual and written reflections can empower one to stretch the views oneself as a learner, teacher, or artist in art and other areas, and dramatically enlarge perspectives on the power of critical reflection, being able to see things in open and expanded ways for inclusive, equitable, and diverse pedagogies and learning environments.

Author

• SoHee Koo, City College of New York - CUNY