Becoming a Visually Reflective Practitioner (Book)

An Integrated Self-Study Model for Professional Practice

Considers how self-study using arts-based methods can enable purposeful reflection toward understanding and envisioning professional practice. Presents a self-study model highlighting arts-based methods for examining areas of professional practice: professional identities, work cultures, change and transitions and new pathways. 26 b/w drawings.

Category: Art Practice

Edition

Sheri R. Klein, Ph.D., MFA is an interdisciplinary visual artist, educator and scholar with extensive teaching, research, leadership and online course development experience within higher education.  Her intersectional research has centered on issues related to visual art, art teacher preparation, self-study and arts-based approaches to reflective practice and professional development. 

 
She has presented over 100 workshops, keynotes, and lectures nationally and internationally. Her published scholarship appears in cross-disciplinary journals and within edited anthologies. Her edited books include Action Research: Plain and Simple (2012, Palgrave Macmillan) and Teaching Art in Context: Case Studies for Pre-service Art Education (2003, National Art Education Association). 
 
An elected member of the Distinguished Fellows of the National Art Education Association, she is also the recipient of the 2018 June King McFee Award from the Women’s Caucus of the National Art Education Association for exceptional and continuous record of achievement in teaching, research and service. Her art works have been widely exhibited in group and solo exhibitions. She  currently teaches online courses with Kent State University (USA).
 

Kathy Marzilli Miraglia, EdD, MAE, BFA, is professor emeritus of art education at the University of Massachusetts Dartmouth. She was awarded the Kathy Connor’s Teaching award by the National Art Education Association (NAEA) Women’s Caucus, the Massachusetts Higher Education Art Educator of the Year by the Council of the Massachusetts Art Education Association (MAEA), and the Outstanding Arts Educator Award from the Massachusetts Alliance for the Arts.

She is a published author of peer reviewed book chapters and journal articles, co-edited the book Inquiry in Action: Paradigms, Methodologies and Perspectives in Art Education Research, co-presented NAEA national webinars, and presented at national and international venues.

She served as Higher Education Eastern Division Director for NAEA, secretary on the board directors for the New England Educational Research Organization, reviewer for Art Education the Journal for NAEA, and as the Preservice Division representative to the NAEA Research Commission. She is a practising and exhibiting artist of paintings and pastels.

Introduction
1. Framework and Components of a Self-Study Model for Visual Arts Practitioners 
2. Overview of Arts-Based Media for Self-Study
3. Exploring the Complexity of Professional Identity Formation
4. Factors Shaping Professional Identity and Professional Practice in Work Cultures
5. Exploring Change within Professional Practice
6. Issues and Methods for Self-Study Artefact Interpretation
7. Envisioning Professional Practice
Conclusion
Appendices

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