Abstract
A mentoring relationship between a mid-career art educator and a late-stage artist, is facilitated through the art educator's action research and life story narrative which is key in learning and sharing the artist’s philosophy. The author uses narrative inquiry and Deleuze's sense and event to represent the affective knowing of IG learning and demonstrates psychosocial benefits of mentoring.
DOI
https://doi.org/10.25889/zbdy-7v25
Rights
© The Author(s). This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Langdon, Liz
(2019)
"Artists as Mentors: A Mid-Career Art Educator Rekindles Her Artist Self,"
International Journal of Lifelong Learning in Art Education: Vol. 2, Article 4.
Available at:
https://scholarscompass.vcu.edu/ijllae/vol2/iss1/4