Abstract:
The relationship between theory and practice for teachers of the visual arts is complex, especially
for those working in community settings with young people. This thesis explores some of the
connections which make up that complexity. Knowledge, learning and pedagogy are examined in
relation to each other, and to teacher and youth identity. Knowledge, for example, is discussed
through a te ao Māori (Māori worldview) as comprising of mind, body and soul types of knowledge,
each equally important in teaching and learning. Process- based arts pedagogy is identified as one
which is active, relational, transformative and in the world. These theoretical ideas are reflected on
by artist/teacher participants, who, through group discussion, creative writing and art-making,
articulated their own relationship with these theories in practice. Throughout the research process,
theory and practice entwined with a/r/tographic methodology and arts-based methods. Using
a/r/tography as a framework, I engaged my artist, researcher and teacher selves to generate and
analyse the written and visual data. Synthesizing the interconnected theories within artist/teachers’
practice highlighted the importance of artist/teachers nurturing their identity, knowledges, creativity
and collegial relationships.The findings also reveal that artist/teachers' attitude towards their own
art-making practice, and their identity as artists and teachers, affect the way in which they teach
their students. I propose that practicing art-making, alongside reflection and dialogue are important
ways to develop these relationships, and support artist/teachers professional development.