Working Visually, Mapping Artfully: Taskscapes of the K-12 Beginning Art Teacher

Abstract

Drawing from qualitative research using participatory hand-drawn maps of beginning art teachers, I consider the ways hand-drawn maps are both artistic and contribute to a social justice agenda of hearing unheard voices. I employ anthropologist Tim Ingold’s discussion of taskscape and craftsmanship with arts educator Elliot Eisner’s discussion of craft in teaching to understand the emplaced experiences of four art teachers in K-12 environments. I reflect on qualities of the mapping process and the ways in which hand-drawn maps draw out the unacknowledged stories that affect teachers’ relationships with the power structures, social hierarchies, and cultures of schools.

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