Institutional Repository

Show simple item record

dc.contributor.advisor Craig, Cheryl J.
dc.creator Mauldin, Daniel
dc.date.accessioned 2012-04-19T14:55:25Z
dc.date.accessioned 2012-04-19T14:55:28Z
dc.date.available 2012-04-19T14:55:25Z
dc.date.available 2012-04-19T14:55:28Z
dc.date.created 2011-05
dc.date.issued 2012-04-19
dc.date.submitted May 2011
dc.identifier.uri http://hdl.handle.net/10657/294
dc.description.abstract Identified as the highest forms of cognition (Bruner, 1986), and as narrative illustrations of our lived experiences (Craig & Huber, 2007; Freeman, 2007; Lakoff & Johnson, 1980), metaphors form the conceptual framework for this narrative self-inquiry (Clandinin, 2007; Clandinin & Connelly, 2000; Clandinin & Connelly, 1990) into the art education philosophy and classroom practices of a doctoral student, teacher, and artist. Following the recommendations of Bullough and Pinnegar (2001), LaBoskey (2004), and Feldman (2006) as methodological guidelines for self-study, this inquiry explores the cultural origins, personal interpretations, and conceptual evolution of two novel metaphors, “Art is a Coyote,” and “Art is a river,” and how they influence the personal practical knowledge (Conle, Li, & Tan, 2002; Dewey, 1964; Elbaz, 1980) of the researcher. Field texts (Clandinin & Connelly, 2000) generated in three university level art education classes are analyzed and provide a vehicle for a research narrative (LaBoskey, 2004; McNiff, 2007) illuminating past personal, formative, contextualized experiences (Samaras, Hicks, & Berger, 2004) influencing the researcher’s practice, and fostering the creation of new conceptual associations between the source domains of the metaphors and the researcher’s continuing perceptions of practical experiences. Personal journaling is an integral part of this self-study and is held up as a tool vital to self-examination. The inquiry demonstrates the enlivening of an educator’s practice with deeply meaningful cognitive relationships built on the use of two novel metaphors, and expands the knowledge base of the field of art education by opening the metaphors, the researcher’s professional practice, and the narrative of the researcher’s self-inquiry to the scrutiny and individual contextualization of education professionals and other readers.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject art is a coyote
dc.subject art is a river
dc.subject metaphor
dc.subject native american oral literature
dc.subject art education
dc.subject art metaphor
dc.subject art education practice
dc.subject art education metaphor
dc.subject narrative self-inquiry
dc.subject self-study
dc.subject narrative self-study
dc.title Practicing What I Preach in Art Education: A Narrative Self-Inquiry
dc.date.updated 2012-04-19T14:55:28Z
dc.type.material text *
dc.type.genre thesis *
thesis.degree.name Education EdD
thesis.degree.level Doctoral
thesis.degree.discipline Art Education
thesis.degree.grantor University of Houston
thesis.degree.department Curriculum and Instruction
dc.contributor.committeeMember Warner, Allen
dc.contributor.committeeMember Olenchak, Richard
dc.contributor.committeeMember Chung, Sheng K.
dc.contributor.committeeMember Markello, Carrie

Files in this item

This item appears in the following Collection(s)

Show simple item record