UBC Theses and Dissertations
Practical knowledge and artroom design Alexander, George Shepard
Field research methodology was employed to describe how the personal practical knowledge of three art teachers has helped shape their junior secondary artrooms. Through interviews, photographic analysis, and participant observation a description of each site is provided to show that some aspects of each teacher's practical knowledge find expression in the artroom environment. Each artroom had its own distinctive features, but what held these three sites in common was the way in which practical knowledge functioned in the design of the flexible elements of the room's environment. Each teacher employed specific coping strategies to manage the classroom and increase their sense of comfort in their professional role. An image of an artroom was held by each teacher which both directly and indirectly influenced their decisions about artroom design. The findings were used to construct a conceptual framework relating practical knowledge and the artroom to the teacher's personal history and the limitations imposed on the artroom by school life and the room's physical limitations.
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