|Institution:||University of Illinois Urbana-Champaign|
|Keywords:||Art education; Artist; Teacher; Identity; Autoethnography; Self-study|
|Full text PDF:||http://hdl.handle.net/2142/97303|
Early in my life after graduating with a degree in the fine arts, I felt that I had a firm grasp of my identity as an artist. However, due to muscular dystrophy and the need to acquire health insurance and a stable source of income to address it, I soon found myself in the teaching profession. Because I had chosen to pursue teaching out of necessity rather than by choice I would soon find myself in a position where I became unsure of my identity as an artist. Overwhelmed with the responsibilities of becoming a teacher, I devoted more time towards developing my identity as a teacher rather than as an artist. As the fissure between my artist and teacher identity widen with each passing school year, I began to wonder whether I could ever reconcile my artist and teacher identities. This thesis seeks to better understand and reconcile my dual identity as an artist and teacher. Through using autoethnography I explore how my identity has evolved over time and how it is intertwined with the lives of artists and educators who have taught and influenced me. Furthermore, my thesis explores the usefulness of self-study in art education and how autoethnography allowed me to see identity as less of title one earns and more like something that emerges from within through thoughtful action, critical reflection, and sustained attunement.Advisors/Committee Members: Lucero, Jorge (advisor), Denzin, Norman K (committee member).