In this visual essay I story a doctoral journey exploring cognitive conception in artist teacher practice. Underpinned by autoethnographic research, I communicate how an understanding of cognition can be understood and developed by an artist- teacher academic working with a cohort of pre-service artist teachers. The visuals embedded in this essay draw relationships between the cognitive conceptions of self and other to reveal i) the importance of cognition to art education ii) factors which influence cognitive conception and iii) the value of cognition as a transformational practice. The use of personal, cultural and theoretical lenses in this essay provide important insights to the finding that engagement with cognition in artist teacher practice can assist in ensuring art education remains valued, timely and progressive.
|Number of pages||6|
|Journal||Australian Art Education|
|Publication status||Published - 31 Jan 2018|
- Art education