Working Artists Public Deposited

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  • March 20, 2019
  • Speed, Jesica
    • Affiliation: College of Arts and Sciences, Department of Communication
  • In this study, I discuss the tensions that emerge as the performance of an artist's work is articulated to the organization of schooling. Based on 15 months of ethnographic research, art-making, interviews, and historical research, this project's discussion is anchored in the work of artist and bookmaker Meg Peterson, the teaching artist at the prestigious Penland School of Crafts in Mitchell County, North Carolina. Her work as a teaching artist over the last 30 years provides an intimate view into the organization and negotiation of long-term relationships between artists and schools, teachers and curricula, and organizations and communities. As a teaching artist, Meg's work bridges the organization of arts education and art-making at a nationally-reputed craft school and a local school system in a high-poverty, rural county in the Southern Appalachians. By focusing on the tensions that emerge as her artistic work is articulated to the organization of schooling at both the Penland School of Crafts and the Mitchell County Schools, through this project I am able to discuss the discursive closure of professionalism of art-making and teaching, the aesthetic practices rife through teaching work, and the power of naming one's artistic practice. Simultaneously exploring possibilities of doing and presenting research artistically, this project articulates together the work of organization, particularly the organization of schooling and education.
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Rights statement
  • In Copyright
  • Grumet, Madeleine
  • Doctor of Philosophy
Graduation year
  • 2012

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