The artist/teacher identity is often a contentious site in which the two roles are perceived of as in opposition to one another, rendering relationships between the two challenging to negotiate. This thesis explores ways in which identity transformations are navigated. Specifically, I have investigated what it feels like, looks like and means to practice as an artist and a teacher through my art making practice. Culminating in an art exhibition, my work takes the shape of an autoethnographic, arts based inquiry framed by the methodology and renderings of A/r/tography placed within a five phase creative process proposed by Barone and Eisner. This inquiry involved making art work that was provoked by acts of (re) membering and (re) making as I engaged with a lifetime of photographic images while looking for persistent patterns and themes that in turn would illuminate aspects of my fragmented identity.
| Identifer | oai:union.ndltd.org:MANITOBA/oai:mspace.lib.umanitoba.ca:1993/30144 |
| Date | 05 January 2015 |
| Creators | Moore, Allison |
| Contributors | Black, Joanna (Curriculum, Teaching and Learning), Morin, Francine (Curriculum, Teaching and Learning) Alward, Sharon (School of Art) |
| Source Sets | University of Manitoba Canada |
| Detected Language | English |
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