Exploring the Artistic Identity of Elementary Art Teachers

Abstract Art teachers straddle two identities those of a teacher and those of an artist. While these two identities may complement each other it is clear that, particularly for elementary art teachers, they are often in conflict. As art teachers look towards balancing this dichotomy, they must discover what is necessary to equalise and maintain both their teaching and artistic identities. This self‐study offers the practical reflections of three elementary art teachers to identify some trends and connections between developing teacher identities and the strategies they use to maintain an artistic identity. Discovering how elementary art teachers prioritise their own artistic practice shows us that as they balance both identities, they can gain energy and inspiration from their practice while at the same time allowing their students to benefit from their deeper understanding of the art world.