Artistic Identity and Space: The Journey of a Group of Graduates from an Arts High School
Bibliographic record
Abstract
While there is an abundance of information about how the arts are used to express and explore identity among at-risk or underprivileged youth, the relationship between school contexts and artistic identity is not well documented. This study aims to address this gap by investigating how artistic identity is shaped through the experiences students encounter in school settings. This narrative research examines the ways in which the notion of artist is conceptualized and explores how artistic identity is constructed in the discourse of participants. Through in-depth, semi-structured interviews, I explored the perception of the schooling experiences of 24 graduates from one arts high school in Toronto to better understand how these graduates, with the distance of time, perceive this experience in the context of their lives. The descriptive accounts provided in the graduates’ narratives unearthed the artistic identities that emerged from their early childhood experiences, in addition to revealing a sense of belonging they fostered at school that helped to shape their artistic identity. A major finding of this research is the process by which participants began to understand themselves as artists in relation to others, and within the social milieu of the arts high school. The research findings showed that the school shaped and reinforced the very concept of what it means to be an artist. Understanding the various paths that students take after graduation will shed light on the role of the arts in schools, and provide further understandings of the drives and motivations of the graduates who choose a career in art (or not) and how these factors challenge preconceived notions about what it means to be an artist.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.027 | 0.015 |
| Scholarly communication | 0.010 | 0.004 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".