Chung, Sheng K.Craig, Cheryl J.2013-07-162013-07-16May 20112011-05http://hdl.handle.net/10657/430This study looked at the subjective and adaptive relationships between the elementary art teacher and the “physicalities” of his or her teaching space. Three elementary art teachers were interviewed and observed five times each. They shared perceptions about place, early art memories, and professional experiences. Each of the three teaching places was photographed and drawn to scale. The teachers drew images relating ideas about their personal practical knowledge (Clandinin, 1986; Clandinin & Connelly, 1995; Schwab, 1969, 1970). The teachers and their art room objects were observed during class time to explore teaching content within the relationship of teachers to their physical places (Marcus, 1995: Waugh, 2009). Narrative inquiry was the method used to understand the elementary art teachers’ ongoing relationships with their situated physical places (Connelly & Candinin, 1990; Pinnegar & Daynes, 2007). After studying the place stories, the teachers’ stories, and the interactive stories, “story constellations” (Craig, 2001, 2007) of relationships within and across the elementary art teacher’s professional knowledge landscape were viewed (Craig, 2007). The abundance of objects in the elementary art classroom provided an opportunity to study the ecological exchange between the teacher and his or her object-laden place.application/pdfengThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).Art educationPlaceArchitectureTeaching contentEnvironmentStory constellationsElementary artArts--Study and teaching (Elementary)Elementary school teachersElementary school facilities--Psychological aspects2013-07-16Thesisborn digital