ABSTRACT

Background

In studio art, students are expected to be highly agentive—to engage in creative processes to form personalized representations of ideas, yet we lack knowledge on how teachers support their agency. Approaching agency as co-constructed practices across temporal dimensions, we examine how teachers shift between autonomy-supportive and directive approaches, building students’ artistic agency.

Methods

Secondary qualitative analysis of video-recordings (49 hours) of four teachers’ studio art classes in two arts-intensive high schools used observational frameworks on autonomy-support, theoretical constructs of spaces of authoring and temporal orientations to agency, and functional linguistic agency markers.

Findings

Studio teaching is primarily autonomy-supportive, but teachers strategically shift their enacted and linguistic practices to directive approaches, such as commands and constraints, taking control over parts of the creative process to build students’ artistic agency.

Contribution

Our work on teachers co-constructing artistic agency with students adds nuance to accounts of how teachers support agency, particularly forms of direction on open-ended problems. Our theoretical lens of the temporal process of agency and methodological approach of attending to enacted and linguistic practices and to when teachers shift to and away from directiveness, could be used in other learning settings to examine how agency is co-constructed.

中文翻译：

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战略转变：工作室教师如何利用指导和支持在视觉艺术的想象世界中建立学习者机构

摘要

背景

在工作室艺术中，学生被期望具有高度的能动性——参与创作过程以形成个性化的想法表达，但我们缺乏关于教师如何支持他们的能动性的知识。将代理作为跨时间维度的共同构建实践，我们研究了教师如何在自主支持和指导方法之间转变，建立学生的艺术代理。

方法

对两所艺术密集型高中四名教师工作室艺术课的录像（49 小时）进行二次定性分析，使用关于自主支持的观察框架、创作空间的理论构建和代理的时间定位，以及功能性语言代理标记.

发现

工作室教学主要是支持自主的，但教师战略性地将他们制定的和语言实践转变为指令性方法，例如命令和约束，控制部分创作过程以建立学生的艺术机构。

贡献

我们关于教师与学生共同构建艺术机构的工作增加了对教师如何支持机构的描述的细微差别，特别是对开放式问题的指导形式。我们关于代理的时间过程的理论视角和关注制定和语言实践以及教师何时转变和远离指导性的方法论方法，可用于其他学习环境，以检查代理是如何共同构建的。