Personal objects as metaphors: Practitioners’ philosophies of practice and relevance in art education

Abstract

Working with metaphorical objects as a creative didactic approach unfolds multiple prospects for making meaning of one’s orientation towards artistic practice. Through improvisation, storytelling and visual displays, new perspectives are derived from the professional experiences encountered by practitioners as they engage with the material world and their connections to it. This article expresses the relationship between text and image in meaning-making processes through which visual artists are supported to articulate multiple significances that come together to speak to what their ‘truth’ is; thus, it being subjective in context. Connecting practice to pedagogy, visual connections and inner thoughts are nurtured through a critical process to frame one’s professional identity and scholarly standpoint. A group of twenty art practitioners and educators engaged in a process of defining their philosophies of practice using both tangible and intangible objects through a talking circle. This arts-based approach provided the group with an opportunity to individually share professional experiences linked to their choice of metaphoric objects within a circular orientation. Individual reflection, expression and relationship building were realized and in so doing, a hand, key(s), pencil, key holder, book, shield, environment, culture, bottle, perfume bottle, phone, pot, rubber, balloon and laptop were used as metaphorical objects. This created a unique connection between creativity and imagination through a humanistic orientation in which participants’ inner voices were visually expressed. The notion of ‘Art for what Purpose?’ that is significant in meaning-making was expressed in the voices of the participants making the metaphorical objects relevant within that particular context. With reference to a personal quote ‘I either use a pen to voice my thoughts or fail to do so and have no self-worth’ demonstrates that for one’s voice to be heard by a given audience, there is need to share it in all possible ways. Therefore, participants’ engagement in the talking circle revealed the relevance of empowering practitioners through both oral and visual expressions to validate their self-worth within given contexts as both an academic and practice strategy in establishing meaning.