Maneuvering the Role as a Community College Artist-Educator

Abstract

This study examined how Texas community college artist-educators balance artistic productivity with their teaching responsibilities. The 98 survey respondents represented 76.6% of a stratified random sample of the full-time instructors in visual arts departments within the 50 Texas public community college districts. Access to studio space and equipment, peer support, and new avenues for artistic expression and creative stimulation were seen as promoting or enhancing artistic production. Lack of studio time for producing one's artwork was cited a barrier to artistic production, as were the demands of teaching and related responsibilities. In addition, those who saw themselves more as artists than as educators or who saw themselves equally as artists and educators were more likely to balance art with teaching and service than were those who saw themselves more as educators than as artists.