ARTIST-TEACHER PARTNERSHIPS IN LEARNING: THE IN/BETWEEN SPACES OF ARTIST-TEACHER PROFESSIONAL DEVELOPMENT

Abstract

Artist‐in‐residence programs frequently act as professional development initiatives for teachers. Little understanding of the relational nature of artist‐teacher learning exists. In this article, we discuss Learning Through The Arts ™, describing conflicting expectations as artists and teachers learn from each other, and explore the relationship of artists’ growth and learning to teacher development. Using participants’ narratives, we illustrate existing tensions and challenges for visual art education. We present the need to open spaces for artists to construct new understandings of themselves as teachers in relation to themselves as artists, and for teachers to develop artist selves alongside their teacher selves.