CULTIVATING DESERT ROSES IN THE ARABIAN PENINSULA: PRACTICING MULTIPLICITY IN THE VISUAL ARTS TEACHING PORTFOLIO
Dr. Karima Hussein Hemida1*, Ms. Lisa Hendrickson2
1 Dr., Assistant Professor, The Kingdom of Saudi Arabia, khussein@dah.edu.sa
2 Ms. Lecturer, The United States, lmrappaport@gmail.com
*Corresponding author [Karima Hussein Hemida]
Abstract
A visual arts portfolio includes curriculum and the artist’s/designer’s dossier. When a geo-political situation such as the Arabian Peninsula is introduced, stringent regulations of curriculum and visual resources are intensified. Deleuze and Guattari’s model of the “rhizome” and “principle of multiplicity” (1984, pg.8) allow for a re-examination of this unique example. A teaching portfolio shows a teacher strengths and achievements, it documents an instructor’s teaching proficiency. This study investigates the effectiveness of having a teacher portfolio in the creative field that documents the teacher’s aptitude. The authors suggest the format of a teacher portfolio in two basics forms summative and formative with the included visual element that makes the artist/designer portfolio unique For the purpose of data collection; recent research related to using teacher portfolio in hiring, contract renewal and promotion were reviewed. Also, a survey of a sample of teachers in the creative field at Dar Al-Hekma in the Kingdom of Saudi Arabia, was conducted. The researchers recommend that teachers in the creative field develop their teacher’s portfolio as completely as possible. The next step is to find a suitable online platform where they will be able to share it with other instructors in the same field, not only to ensure the provision of the quality of education that they offer, but to safeguard their own creative endeavours from plagiarism. Dar Al-Hekma University has a unique opportunity to take advantage of technology and begin implementing such a platform. Not only to showcase the quality of teaching that the University provides, it will also help faculty building their digital portfolios, which would also illustrate the instructors’ skill and experience. Visual arts teaching strategies can be amended in the portfolio to suit various contexts and facilitate the protocol of government verification, quality control to ensure teacher performance, enhance involvement, and identify areas for improvement.
Keywords: teacher portfolio, rhizome, visual arts
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