Document Type

Article

Publication Date

2016

Publication Source

Journal of Social Theory in Art Education

Volume

36

Issue

1

Publisher

Scholars Compass

Inclusive pages

4-8

ISBN/ISSN

1057-0292

Peer Reviewed

yes

Abstract

This article uses personal narrative to articulate one art educator’s journey through the first year of teaching middle school. Highlighting the tensions that accompany navigating the liminal spaces between pre-service teaching and in-service teaching, the author articulates the potential of visual culture art integration as a site for meaningful student engagement and teacher empowerment. The article concludes with a call for the intentional inclusion of art integration pedagogy within pre-service art educator preparation programs.

Disciplines

Art and Design | Arts and Humanities

Comments

This document has been made available for download in accordance with the publisher's copyright policy.

Copyright © 2016, the Author

Permission documentation is on file.

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