DOI
https://doi.org/10.25772/1EQA-3F14
Defense Date
2019
Document Type
Thesis
Degree Name
Master of Art Education
Department
Art Education
First Advisor
Pamela Lawton
Second Advisor
Sara Wilson McKay
Third Advisor
Ryan Patton
Fourth Advisor
Molly McFadden
Abstract
This paper explores possible applications of the experiential knowledge of motherhood in the field of art education through self-portraiture, a methodology which blends a/r/tography with elements of portraiture. A review of relevant literature situates the study within the scope of mothering pedagogy and arts-based research. Employing artistic practice and anecdotal journaling as the primary methods of inquiry, the researcher examines her experiences as a mother in a preservice art education program and the intersections of her roles as mother/artist/teacher. The researcher identifies resonant metaphors, including labor, separation, the umbilical cord, circles, the ovum, and pretending; offers parallels between mothering and art education in play, scaffolding, relationality, matrescence, changing plans, and paradigms; presents challenges such as time constraints, breastfeeding/pumping breast milk, and sleep deprivation; and provides an artist statement. The study attempts to address issues of misrepresentation and underrepresentation of mothers in art education by promoting understanding through empathetic participation.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
11-29-2019