Paper Dolls: an Art Education Preservice Student Lookbook

navigating teacher identity through clothing and paper dolls

WELCOME

This project aims to guide preservice art educators through the complex navigation of a student's, artist's, and teacher's transitioning identities through the creative practice of Paper Dolls.

Paper Dolls are fashion dolls made of paper that gained prominence from the mid-19th century to the mid-20th century (https://www.womenshistory.org/). Each set was typically themed around career archetypes and reflected the roles of women during that time period. The paper dolls consisted of a paper figure (or doll) and multiple items of clothing that the player could dress the doll in. With that in mind, this paper doll set aims to fulfill the roles of student, artist, and teacher that pre-service teachers have to navigate during their undergraduate studies.

We step into multiple roles depending on the context and need. Juggling those roles can be challenging as we mix and match our identities to follow the expectations and responsibilities associated with each role. Notably, many of those traits are fluid and can span multiple identities; however, it is important that we reflect on what we bring or need to bring to each role in preparation for entering the workforce. What are traits we need to have/embody as a teacher? an artist? (and currently) a student?

RESEARCH BACKGROUND

Professional dispositions for art educators include self and social awareness, self-management and responsible decision making. Since the pandemic, we have recognized a decline in professionalism among our students, and through this project, we seek to address the need to better support our students as they develop their professional dispositions as art educators. Previous calls for attention to professional dispositions in art education have affirmed the need to complement content knowledge and pedagogical preparedness with experiences that focus on individual dispositions to prepare future educators for the increasing responsibilities and demands of educational systems (Evans Palmer, 2016).

The Art Education Program determined a need to support and assess for Social Emotional Learning (SEL) in the development of a professional disposition. Therefore, we proposed an assessment research initiative based on two of our learning outcomes:

9) building and maintaining collaborative relationships with colleagues, students, parents, and community members to foster cognitive, linguistic, physical, and social and emotional development of their students

(10) exhibit ethical, reflective, and professional practices, while providing leadership in their educational settings and advocating for students, parents or guardians, and the profession.

THIS WEBSITE INCLUDES...

BACKGROUND INFORMATION ON THE PROJECT
INSTRUCTIONAL GUIDES AND RESOURCES
PORTFOLIO PAGES OF STUDENT EXAMPLES

NAEA 2025 Presentation Support Strategies

SEE OUR PRESENTATION FROM NAEA 2025

RECOMMENDED SEQUENCE

Introduction to the Project
Creating Base Paper Doll
Creating the Inventory of Clothing
Day of Play + Reflection

Example Sequence (Spring 2025)

Important Dates:

Person- Doll Base by Feb. 20

Inventory of clothing Feb. 20 (in class)

Outfit 1 Student (3 articles of clothing) by Feb. 25

Outfit 2 and 3 (NEW 6 articles of clothing) by Mar. 4

COMPLETED INVENTORY WORKSHEET and PAPER DOLL by Mar. 11

Day of Play Mar. 13

Final Reflection May 1

Required elements to be included:

3 outfits for your paper doll.

An explanation of each object of clothing for each outfit, including what trait it personifies and why (see inventory worksheet)

An explanation of the curated outfit and how it fits that identity (please see example page)- this will be completed March 11

Page updated

Google Sites

Report abuse