Leslie Gates | Millersville University of Pennsylvania (original) (raw)

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Papers by Leslie Gates

Visual Arts Research, 2021

This study uses Mace and Ward’s model of the artistic process as a theoretical framework to exami... more This study uses Mace and Ward’s model of the artistic process as a theoretical framework to examine the art-making processes of students enrolled in an Advanced Placement (AP) art class in a public high school. Previous scholarship about the artistic process is grounded in the experience of professional artists and has not sufficiently attended to whether and how the artistic process of students in K–12 classroom contexts mirrors the work of artists outside school contexts. Data from classroom observations and interviews of AP art students suggests students’ processes were closely aligned to Mace and Ward’s descriptive model of the art-making process. The data also suggest that two major factors influenced students’ artistic process in school contexts: the influence of the teacher and working in a shared classroom space.

Art Education, 2016

23 Th e teachers in the course understood objective assessment as the ability to assess student w... more 23 Th e teachers in the course understood objective assessment as the ability to assess student work without being infl uenced by personal factors, such as emotions, biases, or prejudices. Subjective assessment, informed by professional expertise, is open to variation due to the biases, experiences, or prejudices of the specifi c assessor. Th e teachers felt variation among assessors (i.e., poor inter-rater reliability) was a professional liability given their need to defend their subject matter as valid, essential, and academic in accountability-obsessed, data-driven schools.

Visual Arts Research, 2014

This qualitative case study describes the ways in which a group of art educators who were engaged... more This qualitative case study describes the ways in which a group of art educators who were engaged in collaborative inquiry privileged sameness, downplayed difference, selfsilenced, and "played nice" in attempt to gain acceptance and support from the other group members. The author argues that the group avoided complicated conversations and overlooked points of disagreement, despite the generative possibilities such conversations may hold for deep collaboration that challenges teachers’ existing ideas or beliefs before yielding to shared understandings. The author makes recommendations about the ways that group introductions, the use of protocols, and the role of facilitator may help foster group members’ willingness to engage in complicated conversations as part of deep collaboration and transformative professional learning.

This article identifies teacher certification exams as a barrier to certification, especially for... more This article identifies teacher certification exams as a barrier to certification, especially for teacher candidates of color. The research process models activism as a necessary step in solcial justice research. Using the author's activist experience, the article serves as a model for mitigating immediate student needs while challenging larger structures that perpetuate inequalities.

This dissertation draws on a number of cartographical processes to explore the particularities an... more This dissertation draws on a number of cartographical processes to explore the particularities and circumstances of eight visual art teachers engaged in a yearlong collaborative inquiry within a formal, federally funded professional development program for arts educators. Art educators, many of whom lack content area colleagues

Visual Arts Research, 2021

This study uses Mace and Ward’s model of the artistic process as a theoretical framework to exami... more This study uses Mace and Ward’s model of the artistic process as a theoretical framework to examine the art-making processes of students enrolled in an Advanced Placement (AP) art class in a public high school. Previous scholarship about the artistic process is grounded in the experience of professional artists and has not sufficiently attended to whether and how the artistic process of students in K–12 classroom contexts mirrors the work of artists outside school contexts. Data from classroom observations and interviews of AP art students suggests students’ processes were closely aligned to Mace and Ward’s descriptive model of the art-making process. The data also suggest that two major factors influenced students’ artistic process in school contexts: the influence of the teacher and working in a shared classroom space.

Art Education, 2016

23 Th e teachers in the course understood objective assessment as the ability to assess student w... more 23 Th e teachers in the course understood objective assessment as the ability to assess student work without being infl uenced by personal factors, such as emotions, biases, or prejudices. Subjective assessment, informed by professional expertise, is open to variation due to the biases, experiences, or prejudices of the specifi c assessor. Th e teachers felt variation among assessors (i.e., poor inter-rater reliability) was a professional liability given their need to defend their subject matter as valid, essential, and academic in accountability-obsessed, data-driven schools.

Visual Arts Research, 2014

This qualitative case study describes the ways in which a group of art educators who were engaged... more This qualitative case study describes the ways in which a group of art educators who were engaged in collaborative inquiry privileged sameness, downplayed difference, selfsilenced, and "played nice" in attempt to gain acceptance and support from the other group members. The author argues that the group avoided complicated conversations and overlooked points of disagreement, despite the generative possibilities such conversations may hold for deep collaboration that challenges teachers’ existing ideas or beliefs before yielding to shared understandings. The author makes recommendations about the ways that group introductions, the use of protocols, and the role of facilitator may help foster group members’ willingness to engage in complicated conversations as part of deep collaboration and transformative professional learning.

This article identifies teacher certification exams as a barrier to certification, especially for... more This article identifies teacher certification exams as a barrier to certification, especially for teacher candidates of color. The research process models activism as a necessary step in solcial justice research. Using the author's activist experience, the article serves as a model for mitigating immediate student needs while challenging larger structures that perpetuate inequalities.

This dissertation draws on a number of cartographical processes to explore the particularities an... more This dissertation draws on a number of cartographical processes to explore the particularities and circumstances of eight visual art teachers engaged in a yearlong collaborative inquiry within a formal, federally funded professional development program for arts educators. Art educators, many of whom lack content area colleagues

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