Peer-Refereed Academic Publications:

1999

Southern Oregon University

Master of Arts in Teaching

1995

California State University, Sacramento

Bachelor of Arts in Fine Arts and Music

Arts-integrated research: The collages below tell the story of my thesis...

“What Happened?”

“Who is Marcel?”

“Who is Meret?”

“Who is Maggie?”

2008

Graduation from University of Sydney

PhD in Education

My supervisor Robyn Ewing, and me 

Discussions on Teaching as a Form of Art

By: Denise Stanley


Abstract:

While increasing numbers of teachers begin to explore approaches that are more artistic than scientific in character, shifts within postmodernism bring about new conceptualisations of how education works and what purposes teaching should serve. This article argues for a view of education that differs in fundamental ways from the positivist perspective which now prevails.


As change occurs within the scholarly community, research has strayed from emphasising generic teaching behaviours that gave currency to the "clinical information processor" label that teachers once possessed. Teachers should no longer be those who implement the prescriptions of others, but rather collaborators in the construction of knowledge (Eisner, 2002). It is this type of belief that has come to characterise a current understanding that the act of teaching might be viewed as an art form; but do teachers themselves consider their daily work a form of art?

Teachers are Artists / Artists are Teachers

By: Denise Stanley


Abstract:

While acknowledging the view that teachers are artists, this study looks specifically at artists who now see themselves as teachers

“Who is Bridget?”


Dr DENISE STANLEY BA, MAT, PhD

Associate Lecturer

Faculty of Education and Social Work

THE UNIVERSITY OF SYDNEY

Rm  516

A35 Education Building 

The University of Sydney | NSW | 2006         

T:+61  2 9351 5419

E denise.stanley@sydney.edu.au  | http://sydney.edu.au

My research approach has been arts-informed inquiry. I have grounded my studies in the lived experiences of self-proclaimed artists, including myself, who have turned to careers in teaching at varying stages of our lives. The stories of our transitions and evolving identities as both artists and teachers have provided the investigative focus for my research. I am a bricoleur who integrates narrative text and visual imagery to transcend linguistic description within my postmodern, constructivist work. Moreover, my personal research aims to inform novice teachers of the transitions they may experience as they enter the teaching profession. Possible challenges, including the recognition that idealised beliefs might be traded in for more realistic representations, are acknowledged within my work, along with the notions of teaching as an art and the concept of resilience.

ACADEMIA