More than most teachers, art teachers need to negotiate two professional identities of artist and teacher. They negotiate liminal spaces situated between artist-self and teacher-self, where contemporary art practice, identities and pedagogies fluidly coalesce.  Pedagogic strategies that support symbiosis of artist and teacher, and the communities and professional practices that emerge differ according to the individual contexts they operate within.  Contributing authors draw on extensive experience in the field to present pedagogic and practical insights in relation to the UK context. The book explores the importance of teaching communities and partnerships with cultural institutions. The four sections highlight the variety of influences that artist teachers need to combine and provide practical advice about how to maximise the opportunities that are available within the classroom.