Academic journal article Journal of Cultural Research in Art Education (Online)

Becoming (Time) And/or Being (Space) Art Teacher: A Spatio-Temporal Look at the Culture of Student Teaching in Art Education

Academic journal article Journal of Cultural Research in Art Education (Online)

Becoming (Time) And/or Being (Space) Art Teacher: A Spatio-Temporal Look at the Culture of Student Teaching in Art Education

Article excerpt

As two University professors of art education, we approach the culture of art student teaching from two intimately-related and inseparable philosophical perspectives-that of time and spacethough we do so from two disparate theoretidans' conceptualizations. The dimension of space-time as a dynamic social relationship is particularly interesting for exploring the culture of preservice training in art education, specifically the semester duration of student teaching when so many transitions are in play. While this article is based upon two empirical IRB-approved studies that explored art student teaching, due to time and size constraints, it will only provide brief theoretical foundations of the Deleuzian inspired concept of becoming-art-teacher as time (Hetrick, 2010) and the Masseyan concept of being-teacher as space (Sutters, 2012). The intent is not to set up a dichotomous hierarchical relationship between theoreticians, nor to be read solely through the lens of just Deleuze or just Massey, but rather to expand and enlighten the micropolitical understandings of a seemingly innocuous event in the training of most U.S. certified/ licensed art teachers. In order to provide clarity for the reader, we will each address our concept individually in first person singular [I] and reconvene at the end to (re)consider the multiple relations in, between, and outside of time and space with respect to art student teachers.

First, the culture of art student teaching is described as the common site when/ where both doctoral studies were situated. Second, student teaching is considered as time within the Deleuze I Guattari (1987) concept of becoming. Student teachers are seen as becoming-art-teacher, the space or movement in between their event of being a university art education student and of being a classroom art teacher. Attempts are made to illuminate the chaos of the temporal, dynamic transition in between these two events, though notably it is not an end state of teacher that is actualized/employed in this conceptualization. Next, by viewing the interrelatedness and intersections of space and place through writings by Doreen Massey, being-teacher examines how pre-service teachers bring imagined expectations (space) into varied pedagogical contexts (place) and questions how their (un)knowing is (in)visible in subsequent representations. Attempts are made to understand the dis-placement and consequent spatial reconstruction of preconceptions through occupancy of a far-away place.

The Culture of Art Student Teaching

While there is no one set of beliefs, practices, or experiences that are essential to art teacher, the systematic formation of schools within the US provides certain conditions for shared commonalities in the university training of art student teachers. A student teacher is a college, university, or graduate student who is teaching under the supervision of a certified cooperating school teacher in order to qualify for a degree in [art] education, usually resulting in the receipt of a state teaching license. The semester of student teaching is typically the final semester before graduation and involves assuming a cooperating teacher's classroom schedule, responsibilities, and workload in order to prepare student teachers for their future of teaching. Several expectations typically exist in this short duration of training, such as: taking four years or more of art education theory and translating it into classroom practice, as well as exhibiting a mastery of knowledge in art education theories, art making techniques, classroom management, discipline, pedagogy, and curriculum construction. Expectations may also include student teachers being told to be the responsible teacher in charge, yet still function as a student malleable to best practices, all while leaving behind the known 16+ years of schooling and a relatively supportive university community. In short, this time-space comprising the culture of student teaching is fluid and constantly being [re] constructed according to each individual passing through this event and often leads to anxieties, tensions, and transformations. …

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