Abstract
At its very best, the study of art education in higher education is a rich field of inquiry that knows no bounds. At its worst, it is a subject that has separated learning from the contemporary art field and left us with a fleet of teachers more concerned with meeting standards and developing lesson plans. In contrast, the concept of the artist-teacher is rooted in the nineteenth century but has ramifications for the contemporary classroom. Through a review of several art teachers in higher education, their studio and classroom work is analyzed in order to highlight artistic dispositions that translate into educational practice.
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Daichendt, G.J. (2016). The Artist-Teacher: Models of Experiential Learning. In: Hoffmann Davis, J. (eds) Discourse and Disjuncture between the Arts and Higher Education. The Arts in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-55243-3_4
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DOI: https://doi.org/10.1057/978-1-137-55243-3_4
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