Self-concept in the biographical narratives of women visual art educators and artists

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Phyllis Talley Hipp (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Roberta W. Rice

Abstract: The purpose of this study is to examine the visual art education experiences of women art educators and women artists in the context of colleges and universities. The focus of the study is the relationship of the concept of self to the production of works of visual art and the development of ideologies concerning the teaching of visual art. The hypothesis of the study proposes that pedagogical practices which enhance or diminish the concept of self establish contexts and conditions for artistic production, and influence the development of teaching ideologies. The study uses a qualitative methodology based on autobiographical narratives to describe the visual art education experiences of the two groups of women. Transcripts of interviews with five women art educators and the published letters, journals, and other writings of six noted women artists provides two sets of narrative texts for analysis. A theory of artistic "self" development which consists of three conceptual models: the aesthetic, creative, and expressive is the organizing framework used to analyze the autobiographical narratives.

Additional Information

Language: English
Date: 1994
Women art teachers $x Attitudes
Women artists $x Attitudes
Self-perception in women

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