Browsing by Subject "Artist-educator"
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Item Maneuvering the role as a community college artist-educator: scholarship assessed(Texas Tech University, 2006-05) Gibson, John Robert; Murray, John P.; Oliver, Diane; Wagoner, RickThe purpose of this study was to examine how Texas community college artist-educators balance scholarship (artwork) with the responsibilities of a 15 to 18-hour teaching load and non-instructional service to the institution and community. In accomplishing this task, a self-administered mailed survey was employed as a means of gathering data from a proportional stratified random sample of full-time art instructors drawn from visual arts departments within the 50 Texas public community college districts. Aspects seen as promoting or enhancing artistic production include access to studio space and equipment, sabbaticals, financial support for exhibiting artwork and attending workshops, and being around like-minded peers. Teaching was also credited with providing new avenues for artistic expression and creative stimulation. On the other hand, lack of studio time for producing one's artwork and the demands of a heavy teaching load and related responsibilities were cited as hindering artistic production. While nearly three-quarters of the artist-educators indicated that they were successful to some degree in balancing art with teaching and service, a large percentage were dissatisfied with their artistic productivity. However, the majority felt they are better teachers when producing art and virtually all were satisfied with their teaching performance. A significant point from the findings was the perception of identity. Artist-educators who saw themselves more as artists or equally as artists and educators were more apt to indicate that they were successful in balancing their art than those perceiving their identity more as educators. Likewise, they were generally satisfied to a greater degree with their artistic productivity, and were more prone to see their art as having a positive impact on teaching.Item No one but an artist-educator : Peppino Mangravite and his interviews with eight renowned artists of the 20th century(2012-05) Browning, Taylor Ashley; Bolin, Paul Erik, 1954-; Mayer, Melinda M.This study is an historical exploration of interviews of eight renowned artists of the 20th century conducted by Peppino Mangravite (1896-1978) in the summer of 1955. The artists interviewed include Graham Sutherland, Henry Moore, Georges Braque, Georges Rouault, Marc Chagall, Giorgio de Chirico, and Giorgio Morandi. Mangravite asked these artists their thoughts on art, life, and education. With the mission to gather advice from leading European artists and university professors on the establishment of a new arts center at Columbia University as well as to interview the artists to be preserved for posterity at the Smithsonian Archives of American Art, Mangravite collected fascinating perspectives from these artists. An analysis of the types of questions Mangravite asked and the responses they elicited revealed insight into the following three topics: the artists' perspectives on art education of the time, a deeper understanding of what is an artist-educator, and most importantly, the analysis substantiated the hypothesis that Mangravite was successful in his contacts and conversation with the eight artists because he himself was an artist-educator, thus giving support to the importance of having the dual identity.