Exploring the relationship between making and teaching art

Elizabeth Garber, Khaffi Beckles, Sangmin Lee, Anjana Madan, Gustav Meuschke, Harrison Orr

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


The central questions of this study, ‘how does making influence art teaching?’ and ‘how does teaching art influence making?’, were explored through interviews and maker journals. Findings indicate that making inspires teaching in providing inspiration, interest and confidence to teach as well as increased self-acceptance and happiness. Participants who indicated affects of teaching on making cited learning new skills, materials and styles, and that teaching stimulated reflection and encouraged them to make art that is relatable to others. Our conclu-sions suggest that the roles of maker and teacher are porous, intertwined and complex. Implications for teacher education suggest the importance of exploring and nurturing the interconnections between making and teaching in a reflective, supportive environment.

Original languageEnglish (US)
Pages (from-to)435-457
Number of pages23
JournalInternational Journal of Education Through Art
Issue number3
StatePublished - Sep 1 2020


  • Art teacher identity
  • Artist-teacher
  • Complex identity
  • Influences of art teaching on making
  • Influences of making on art teaching
  • Maker-teacher

ASJC Scopus subject areas

  • Education
  • General Arts and Humanities


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