Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Fall 10-13-2017


Many students face isolation and meaningless experiences in their day-to-day routine in schools. The increasing focus on standardized tests and academic performance reinforces competition and extrinsic rewards for learning. This diminishes opportunities for creative thought, development of communities, and genuine meaningful connection to content, leaving students feeling disconnected to learning and their peers. Art education has long been an outlet in which to collaborate, embrace diversity, and transform throughout the learning process. This study uses the Arita Tradition of Porcelain, its instructional practices, community of practice, and studio classroom environment as a model for apprenticeship in art education. Participant experiences throughout the process of learning the tradition, becoming a community, and engaging in the spirit of the classroom environment are documented. Findings indicate an increase in self-motivation and connection to learning as well as a desire for life long learning. Professor Cyman, instructor of the course, sheds light on instructional practices and use of the Maori 5Rs Core Cultural Values in teaching the tradition to students in the United States. These values increase a sense of altruism over alienation and collaboration over competition. This unique course provides an example of art education that allows students to build meaningful connections to learning, valuable connections with peers, and embrace cultural diversity.


Teacher Education, Art Education, Arita Porcelain, Apprenticeship, Arts-based research

Document Type




Degree Name

Teaching, Learning and Teacher Education

Level of Degree


Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Cheryl Torrez

Second Committee Member

Marjori Krebs

Third Committee Member

Ray Hernandez-Duran

Fourth Committee Member

Leila Flores-Duenas