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  Partner: UNT Libraries
 Degree Discipline: Art Education
 Degree Level: Doctoral
 Collection: UNT Theses and Dissertations
An Action Research Study of Community Building with Elementary Students in a Title I School

An Action Research Study of Community Building with Elementary Students in a Title I School

Date: May 2014
Creator: Dew, SaraBeth
Description: “In what ways does teaching with folk arts inspired visual arts-based instruction enhance community building among elementary students in a Title I school?” was the primary research question in this study. Agreeing with past and present day research that the construct of community is vital to social and cultural capital, this research attempts to determine how the notion of community benefits both students and teachers in the elementary art classroom. Folk art was utilized because this genre was accessible in terms of locality and familiarity among students and teachers. The purpose of this investigation was to produce teaching strategies and methods that show how community can be formed in the art classroom. The participants were elementary students, Grades 2 and 3, in a Title I school located in Denton, Texas. This investigation was conducted under an action research methodology. This approach to research is intended to be transformational, emergent, and accommodating. I recorded observations, field notes, and conversations from the participants. Emergent themes were discovered through content analysis and conceptual maps. Results from this investigation concluded transformation is only possible if the person wants change to happen. Data also showed that community and art education are symbiotic. Transformation, growth, and ...
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Animated Autoethnographies: Using Stop Motion Animation As a Catalyst for Self-acceptance in the Art Classroom

Animated Autoethnographies: Using Stop Motion Animation As a Catalyst for Self-acceptance in the Art Classroom

Date: August 2015
Creator: Blair, Jeremy Michael
Description: As a doctoral student, I was asked to teach a course based on emerging technologies and postmodern methods of inquiry in the field of art education. The course was titled Issues and Applications of Technology in Art Education and I developed a method of inquiry called animated autoethnography for pre-service art educators while teaching this course. Through this dissertation, I describe, analyze, interrogate, value, contextualize, reflect on, and artistically react to the autoethnographic animated processes of five pre-service art educators who were enrolled in the course. I interviewed the five participants before and after the creation of their animated autoethnographies and incorporated actor-network theory within the theoretical analysis to study how the insights of my students’ autoethnographies related to my own animations and life narratives. The study also examines animated autoethnography as a method of inquiry that may develop or enhance future teaching practices and encourage empathic connections through researching the self. These selected students created animations that accessed significant life moments, personal struggles, and triumphs, and they exhibited unique representations of self. Pre-service art educators can use self-research to create narrative-based short animations and also use socio-emotional learning to encourage the development of empathy within the classroom. I show ...
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The Art Car Spectacle: a Cultural Display and Catalyst for Community

The Art Car Spectacle: a Cultural Display and Catalyst for Community

Date: August 2012
Creator: Stienecker, Dawn
Description: This auto-ethnographic study focuses on Houston’s art car community and the grassroots movement’s 25 year relationship with the city through an art form that has created a sense of community. Art cars transform ordinary vehicles into personally conceived visions through spectacle, disrupting status quo messages of dominant culture regarding automobiles and norms of ownership and operation. An annual parade is an egalitarian space for display and performance, including art cars created by individuals who drive their personally modified vehicles every day, occasional entries by internationally renowned artists, and entries created by youth groups. A locally proactive public has created a movement has co-opted the cultural spectacle, creating a community of practice. I studied the events of the Orange Show Center for Visionary Art’s Art Car Weekend to give me insight into art and its value for people in this community. Sources of data included the creation of a participatory art car, journaling, field observation, and semi-structured interviews. The first part is my academic grounding, informed by critical pedagogy and socially reconstructive art practices. The second part narrates my experiences and understandings of the community along with the voices of others. Dominant themes of exploration include empowerment, community, and art. I ...
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Art Museum Resources and Teacher Use.

Art Museum Resources and Teacher Use.

Date: May 2006
Creator: Eggemeyer, Valerie
Description: I proposed that both Bruner's (1963) idea of the spiral curriculum and Yenawine's (1992) theories of teaching for visual literacy in the museum set the stage for significant learning for students when used together. If school teachers lay a foundation of knowledge about a museum object, especially through museum resources, then the student may transform and apply this 'prior knowledge' (explicit memories from the classroom) while on the museum visit tour. When docents utilize Yenawine's (1992) methods toward the goal of visual literacy, the semantic knowledge of the classroom is then fused with museum learning, building stronger memories and facilitating deeper understanding as students learn about museum objects. This research explored the correlation of these two theories in a qualitative manner based on observations of actual museum visit preparation in classrooms in Casper, Wyoming, and how it related to a museum tour at the Nicolaysen Art Museum and Discovery Center. The research revealed that conditions do exist within the community that would facilitate Bruner's (1963) idea of a learning spiral, yet not in the manner envisioned. The observed conditions toward a spiral was accomplished through the participant teachers relating the museum exhibit to their operational curriculum in a variety of ...
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An Assessment of Arkansas Middle school/Junior High School Art Programs Using National Art Education Association Standards

An Assessment of Arkansas Middle school/Junior High School Art Programs Using National Art Education Association Standards

Date: December 1986
Creator: Teague, Barbara A. (Barbara Ann)
Description: The purpose of the study was to make an assessment of Arkansas middle school/junior high art programs using National Art Education Association standards. Data were collected from questionnaires, curriculum guides, and school visitations. Participating in the study were 127 schools enrolling 53,502 students of which 14,755 (28%) were taking art classes. For comparisons, the state was divided into five regions.
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A Collective Case Study of Veterans Inside an Arts and Crafts Room and Their Perceptions Regarding Empowerment

A Collective Case Study of Veterans Inside an Arts and Crafts Room and Their Perceptions Regarding Empowerment

Date: December 2012
Creator: Hasio, Cindy Lee
Description: This dissertation is "A Collective Case Study of Veterans Inside an Arts and Crafts Room and Their Perceptions Regarding Empowerment." This research examined to what degree art making, and in what ways a community of learning contributed to veterans' self-worth and empowerment through their creative activities and interactions inside an arts and crafts room at the VA hospital in Dallas, Texas. Furthermore, an essential reason for this study is to examine veterans in the arts and crafts environment to explore whether their experiences were important, meaningful, and empowering, and especially important in this regard are the interactions among veterans. Empowerment in this context is defined as gaining self-esteem and motivation within oneself. This includes becoming more confident and positive, as well as gaining the ability to learn about one's own identity. It also described how the interactions between the participants are shaped by the social contexts within which they come together. Using post-modern feminist theory, narrative inquiry and care theory, this dissertation describes the ways that the processes and products of creative activity bring empowerment through dialogue and personal stories while using the component of caring during teaching and learning.
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A Comparison of Texas Pre-service Teacher Education Programs in Art and the 1999 National Art Education Association's Standards for Art Teacher Preparation

A Comparison of Texas Pre-service Teacher Education Programs in Art and the 1999 National Art Education Association's Standards for Art Teacher Preparation

Date: May 2002
Creator: Breitenstein, Gary
Description: Texas programs in pre-service art teacher preparation vary little. Since 1970, the National Art Education Association (NAEA) has created voluntary standards in hopes of decreasing variability among programs. In 1999, the NAEA published Standards for Art Teacher Preparation, outlining 20 content areas that art pre-service programs should provide their students. To obtain information on the implementation and the extent to which these 20 standards are being implemented, a questionnaire was sent to all programs in Texas. The 20 standards were the dependent variable for the study. The four independent variables used in this ex post facto study were: the size of the institution where the program exists; the number of full-time art faculty; the number of full-time art education faculty; and, the number of undergraduate art education students who graduated last year. The 20 standards or provisions were scored on a Lickert scale with six options: zero (not taught) to five (comprehensively taught). The response size (N = 23) was 47% of the state's 49 approved programs. The results from the survey suggest no significant difference among programs. However, the results showed a significant difference in the number of provisions taught between programs with no art educators and those with ...
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Creating a Heterotopic Space: Reflections on Pre-service Art Educators’ Narratives

Creating a Heterotopic Space: Reflections on Pre-service Art Educators’ Narratives

Date: May 2014
Creator: Hyatt, Joana S.
Description: My autobiographical research focuses on creating digital heterotopias through social media platforms, providing safe spaces which allow art teacher candidates the opportunity to reflect upon their practicum experiences and question the status quo of institutional myths and inherited discourses in teacher fieldwork. Functions of heterotopic space link together and reflect other pedagogical sites, including institutional spaces. Heterotopias are often designed to be temporal and hidden from public view but are necessary enclaves for exploring non-hierarchical paradigms. Such temporary communal spaces can lead one to a personal praxis in uncovering what sometimes is never fully explored, our own autobiographical narrative of teaching. By creating a digital space utilized by art education student teachers in the midst of their practicum, I recalled my forgotten autobiography of student teaching, where memories of inequities and suppression of difference emerged. Through the lenses of critical theory and resistance theory, this study examines possibilities of crafting digital spaces as forms of artistic resistance and identity reconstruction zones. As such, the goal of examining the student teaching practicum concerning; power inequities, evaluation methods, standardization of teaching, evolving teacher identities, and the social environment of teaching, is to illustrate hegemonic processes and visualize spaces of possibility to deconstruct ...
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Critical Cultural Consciousness in the Classroom Through an Art-Centered Curricular Unit, "Respect and Homage."

Critical Cultural Consciousness in the Classroom Through an Art-Centered Curricular Unit, "Respect and Homage."

Date: August 2004
Creator: Kuster, Deborah A.
Description: The purpose of this study was to describe the implementation, structure, content and outcome of an art-centered unit developed for 5th grade students. This unit was designed to be an example/model of specific tools and procedures that teachers can use in the art and general classroom to promote critical cultural consciousness, which is the ability to analyze both the covert and overt elements of a culture with the purpose of developing a holistic viewpoint that values the cultural heritages of self and others. The participants selected for this study were all the students in three 5th grade classes. The art-centered unit focused on three artists-Romare Bearden, Elizabeth Catlett and Charles White-under the theme "Respect and Homage." The research methods used in this investigation were qualitative. This study was written in a style that described the research design with its origins, organization and implementation. The implementation of the curricular unit developed for this study took place in the art and general classroom. Of particular interest in this study was the framework and structure of the art-centered unit, designed around two specific strategies utilized to promote critical cultural consciousness. One strategy in this unit was the identification of art-related or art-centered micro-cultures ...
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Critical Theory and Preservice Art Education: One Art Teacher Educator's Journey of Equipping Art Teachers for Inclusion.

Critical Theory and Preservice Art Education: One Art Teacher Educator's Journey of Equipping Art Teachers for Inclusion.

Date: May 2008
Creator: Allison, Amanda
Description: This qualitative action research study examines how critical theory defined and guided my practice as an art teacher educator while I provided inclusion training for seven preservice art teachers during their student teaching. Sources of data included a personal journal, the inclusion curriculum I created for the preservice teachers and questionnaires and interviews. Primary findings indicated that critical theory had a substantive impact on the evolving development of my teaching philosophy, in particular my attention to issues of power redistribution in the classroom and my developing notion of teaching as form of artistry. The findings of this study also indicate that the primary impact of critical theory upon the preservice teachers was the articulation of their personal narratives and its relation to the development of their teaching identities. Further, mentoring these preservice art teachers in critical theory increased their competence in solving educational dilemmas. A primary finding of this study was how significant of a role the supervising or mentor teacher plays in developing preservice teachers' identity. As this is acknowledged, valued and utilized, more collaborative relationships among these stakeholders in the education of the preservice art teacher can be forged. The study provides implications for art teacher educators as ...
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A Delphi Study to Determine if SCANS Workplace Know-How Can Be Developed through the Achievement of National Standards for [Visual] Arts Education

A Delphi Study to Determine if SCANS Workplace Know-How Can Be Developed through the Achievement of National Standards for [Visual] Arts Education

Date: August 1997
Creator: Crews, Jan, 1959-
Description: The purpose of this study was to provide a basis for understanding among Tech Prep and School-to-Work change agents, and educational leaders, of the role that Discipline-Based Art Education (DBAE) can perform as a part of the core curriculum, within the framework of these reform movements. The literature indicated that the federally supported Tech Prep and School-to-Work reform movements were not acquainted with DBAE reform initiative which were supported by the Getty Education Institute for the Arts through the work of Regional Institutes. Therefore, they had no ideas about the possible worth of art as an education core component. Also, DBAE was not acquainted with Tech Prep and School-to-Work and therefore had established no common terminology to communicate the power of what they do in a manner which was relevant to that audience. The DBAE Regional Institutes provided individuals to assist in the development and validation of the study tools, and to participate in the pilot study. The Regional Institutes also identified the 10 Discipline-Based Art Education experts who composed the national Delphi panel for the study. The findings were reported according to research questions. They show the national Delphi panels' perceptions of which SCANS skills can be developed by ...
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Discipline-Based Art Education as the Structural Support of a Language-Arts Intervention Program: Documentation of Cognitive Changes in Certain Elementary-Age Students

Discipline-Based Art Education as the Structural Support of a Language-Arts Intervention Program: Documentation of Cognitive Changes in Certain Elementary-Age Students

Date: December 1996
Creator: Stephens, Pamela Geiger
Description: This study follows the progress of 11 elementary students who exhibited similar language-arts deficiencies and were treated with traditional and non-traditional language-arts remediation methods. Non-traditional methods were exclusively Discipline-Based Art Education (DBAE) lessons that required students to observe, talk about, and write about art images using a DBAE framework. Portfolios maintained by the students during one complete school year included writings and art production. Writings were marked using a color-coding system developed for the research project and designed to track growth in art cognition. Interviews for affective measure and the Test of Non-Verbal Intelligence, Edition II were administered as pre- and post-tests. Evidence indicated art understanding improved as cognition in language arts improved. Change in attitudes toward art and artists demonstrated a slight positive change. No significant difference was detected in non-verbal intelligence.
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Disrupting the Discourse of the Other: a Transformative Learning Study of African Art

Disrupting the Discourse of the Other: a Transformative Learning Study of African Art

Date: May 2015
Creator: Nangah, Mary Mbongo
Description: The primary question of this study is: How does the disruption of African art discourse influence a group of university students’ perceptions of African aesthetics? This inquiry developed from previous studies on the exclusion of modern and contemporary African art in Western art museums. Through the theoretical lens of Postcolonial Theory and Critical Multiculturalism, this research conceptualizes the dominance of traditional African art in art museums, art history, and art education as a Western hegemonic discourse that normalizes perceptions of Africa and African aesthetics as the fixed primitive Other. Thus, this research applied Action Research (AR) methodology coupled with Transformative Learning Theory (TL) to disrupt the discourse of African art; with the purpose of affecting positive changes in perceptions of African aesthetics. The participants for this study were 10 students in a course (Art 1301 Honors Art Appreciation) I instructed at the University of North Texas in the fall (September–December) 2013 semester. Data was collected, analyzed, and interpreted from participants’ assignments and my research journal. This study comprised a dual enquiry on: 1. Discourse and Meaning-making; and 2. Disruption and Transformation. First, the study analyzed students’ perceptions of African aesthetics from their learning experience of traditional African art in an ...
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Eating from the Tree of Knowledge: The Impact of Visual Culture on the Perception and Construction of Ethnic, Sexual, and Gender Identity

Eating from the Tree of Knowledge: The Impact of Visual Culture on the Perception and Construction of Ethnic, Sexual, and Gender Identity

Date: December 2010
Creator: Peralta, Andrés
Description: This study explores the way that visual culture and identity creates understanding about how the women in my family interact and teach each other. In the study issues of identity, liminality, border culture, are explored. The study examines how underrepresented groups, such as those represented by Latinas, can enter into and add to the discourses of art education because the women who participated have learned to maneuver through the world, passing what they have learned to one another, from one generation to the next. Furthermore, the study investigates ways in which visual cues offer a way for the women in my family to negotiate their identity. In the study the women see themselves in signs, magazines, television, dolls, clothing patterns, advertisements, and use these to find ways in which to negotiate the borderlands of the places in which they live. Although the education that occurred was informal, its importance is in creating a portal through which to self reflect on the cultural work of educating.
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The Effect of Constructivist Learning Environments on Student Learning in an Undergraduate Art Appreciation Course.

The Effect of Constructivist Learning Environments on Student Learning in an Undergraduate Art Appreciation Course.

Date: August 2006
Creator: Busbea, Stephanie Dickson
Description: The purpose of this study was to determine the effects of constructivist methods on student learning in an undergraduate art appreciation class. Three constructivist learning activities were designed and implemented in an undergraduate art appreciation course for non-art majors at Mississippi College. Through these constructivist learning activities, students were involved in their learning throughout the semester in realistic art roles in which they worked as curators, Web page designers, and artists. Six subjects were selected to participate in this case study. Subject data was collected through three methods: interviews with subjects at three points during the semester, student documents produced during the three activities, and a field journal of observations made during the activities. The multiple data sources were triangulated to reveal nine patterns of learning. The data evidence that constructivism results in a deeper understanding of art and art processes than in a typical art appreciation course in which learners are merely passive recipients of knowledge. This was not only indicated by the nine patterns of learning which emerged from the data, but also in the students' awareness and regulating of their cognitive processes. Although the research provided an in-depth understanding of this case and should not represent or ...
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Enacting Community Through the Arts

Enacting Community Through the Arts

Date: December 2014
Creator: Keller, Sarita Talusani
Description: This study is concerned with the roles and relationships between artists-in-residence, community audiences, and program coordinators/art educators as they engage together in community arts programs. This study takes place at Project Row Houses (PRH), a community arts organization located in Houston, Texas and focuses on the artist-in-residence program, which commissions a group of national and international artists for a 6-month period to create art installations in relation to the community and its African-American heritage. This ethnographic case study is based on the activities and events surrounding the 2008 PRH exhibition, Round 29, Thunderbolt Special: The Great Electric Show and Dance, after Sam Lightnin’ Hopkins and employed qualitative data gathering methods of participant-observation, conducting semi-structured, open-ended, in-depth interviews, and through document collection, and contextual information. Observations were recorded through field notes, photographs, and video. Interviews were conducted with 3 artists-in-residence, 3 community audience members, and 3 program coordinators or staff members involved with the program, regarding their experiences at the site and experiences with each other. My analysis presents the roles of artist, community audience, and program coordinator/art educator through three sections on cultural work. Within these sections I discuss topics related to the power of voice, situatedness, and creativity, as ...
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The Enameling Arts in Kuwaiti Pre-service Art Teacher Education

The Enameling Arts in Kuwaiti Pre-service Art Teacher Education

Access: Use of this item is restricted to the UNT Community.
Date: May 2010
Creator: Darweesh, Ali Hussain
Description: The purpose of this study was twofold: (1) to examine the knowledge, skills, and experiences in the enameling arts and the attitudes and perceptions of in-service (n = 12) and pre-service Kuwaiti art teachers (n = 170), art supervisors at the Ministry of Education (MOE) (n = 3) and art education faculty members at the College of Basic Education (CBE) and Kuwait University (KU) (n = 8) about what they believed pre-service art teachers should know and be able to do in order to teach the enameling arts, and (2) to use this information to inform and guide the development of a content outline for an enameling course for pre-service Kuwaiti art teachers that is educationally (how to perform enameling arts skills and how to teach what they know), practically (safety issues, workshop management, etc), and culturally (its relation to Islamic culture) suitable. Both quantitative and qualitative approaches were used. Most of the respondents revealed limited knowledge and skills and modest experiences in the enameling arts. All interviewees in the study expressed positive perceptions and attitudes about the enameling arts. Most agreed that a revision to the current art education curriculum at the CBE was needed and made suggestions about ...
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Engaging Lives: a Nomadic Inquiry Into the Spatial Assemblages and Ethico-aesthetic Practices of Three Makers

Engaging Lives: a Nomadic Inquiry Into the Spatial Assemblages and Ethico-aesthetic Practices of Three Makers

Date: May 2014
Creator: Coats, Cala R.
Description: This research is a nomadic inquiry into the ethics and aesthetics of three makers’ social and material practices. Deleuze’s concept of the nomad operated in multiple ways throughout the process, which was embedded in performative engagements that produced narratives of becoming. Over four months, I built relationships with three people as I learned about the ethico-aesthetic significance of their daily practices. The process started by interviewing participants in their homes and expanded over time to formal and informal engagements in school, community, and agricultural settings. I used Guattari’s ecosophical approach to consider how subjectivity was produced through spatial assemblages by spending time with participants, discussing material structures and objects, listening to personal histories, and collaboratively developing ideas. Participants included a builder who repurposed a missile base into a private residence and community gathering space, an elementary art teacher who practiced urban homesteading, and a young artist who developed an educational farm. The research considers the affective force of normalized social values, the production of desire by designer capitalism, and the mutation of life from neoliberal policies. Our experiences illuminate the community-building potential of direct encounters and direct exchanges. The project generates ideas for becoming an inquirer in the everyday and ...
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Evaluating the Cultural Plan of Austin, Texas

Evaluating the Cultural Plan of Austin, Texas

Date: December 2013
Creator: Smith, Rachel May
Description: This is a concurrent, mixed methods study of the impacts of Austin, Texas’s cultural plan, CreateAustin. In the study, trend analysis and a t-test were used to examine variables before and after the cultural plan was in place. At the same time, interviews with cultural planners were used to uncover other effects. My research addresses a gap in the literature between understanding the desired and actual outcomes of a cultural plan. Cultural plans are being developed by many communities in an effort to attract creative workers but they are rarely evaluated. Evaluation using a mixed methods approach is necessary to capture all the outcomes of a cultural plan, rather than the limited scope of impacts that are captured by qualitative or quantitative analyses alone. My analysis of the quantitative variables showed some significant differences between when the plan was in place and the years prior to its creation. Interviews with key stakeholders revealed the formation of new networks as a powerful outcome of the planning process. The results allowed me to gauge the overall impact of CreateAustin and make some observations about the cultural planning process in general, as well as uncover new directions for future research.
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An Examination of Factors Contributing to Critical Thinking and Student Interest in an On-line College-level Art Criticism Course

An Examination of Factors Contributing to Critical Thinking and Student Interest in an On-line College-level Art Criticism Course

Date: August 2007
Creator: Beach, Glenell McKinnon
Description: This qualitative case study research examined how constructivist problem-based learning facilitated higher level thinking, increased interest in art, and affected attitude toward on-line courses in an undergraduate philosophical aesthetics and interpretation of art criticism course. The research conducted for this study suggests that constructivist problem-based learning does facilitate higher level thinking and increases student interest in art and in on-line classes. Active learning assignments, along with the constructivist collaborative class atmosphere, encouraged students to think more deeply about their personal values concerning art and to consider alternative views. Problem-based learning in this class acted as a scaffold to aid in understanding the material and then in applying the material to unique and real-life situations. Each subject came to the course with certain thinking skills and left with increased knowledge about art but also with increased critical thinking skills for critically examining and discussing art. Participants completed the course with more confidence in their critical thinking ability and in dealing with visual art images. Data was gathered from seven study participants in the form of highly-structured interviews, an early and final critical writing analysis, a major problem assignment and its reflection journal, a beginning survey, and two final surveys. The final ...
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Examining Visual Art Experiences for Relationship Building in Shared-site Locations

Examining Visual Art Experiences for Relationship Building in Shared-site Locations

Date: May 2012
Creator: Whiteland, Susan
Description: This study explored the perceptions of 74 activity directors responsible for the intergenerational programming that is currently taking place at shared-sites, facilities where older adults and young people receive services and programs simultaneously in a co-located space. Data for this study was collected through a national survey of 149 shared-sites collected from the Generations United data base. the questionnaire asked respondents about their facility’s intergenerational programming, demographic information, and perceived sense of community exhibited by participants in the intergenerational program. Descriptive data regarding the location, primary emphasis, ages and number served, and specific program characteristics, including visual art programming, at IGSS facilities were collected and analyzed. Results from the analysis were reported with limitations. There was a statistical significance suggested in the association of the frequency and duration of art activities with some of the sense of community variables. the study is valuable in determining the current demographics of IGSS facilities that offer visual art programs. Further research needs to be conducted to answer questions regarding the specific role that the visual arts play in creating a sense of community among intergenerational participants at shared-site facilities.
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Exploring a Community Partnership: A Narrative Inquiry into the 2004-2006 Semester Programs Between Artpace San Antonio and Louis W. Fox Academic and Technical High School

Exploring a Community Partnership: A Narrative Inquiry into the 2004-2006 Semester Programs Between Artpace San Antonio and Louis W. Fox Academic and Technical High School

Date: August 2010
Creator: Leake, Maria De La Luz
Description: This qualitative inquiry explores a community-based art partnership called the semester programs that took place between Artpace San Antonio and Louis W. Fox Academic and Technical High School from 2004 until 2006. This narrative inquiry used interviews with artists and former Fox Tech art students involved in our program, along with my teacher/ researcher reflections, to make meaning from the data. The artists involved in the semester programs were Gary Sweeney, Daniel Guerrero, David Jurist, and Ethel Shipton. Former students interviewed include Eloy McGarity, Rosa Leija, John Contreras, and Jennelle Gomez, while I, Maria Leake represent the voice of the art teacher. Our stories of experience were analyzed and connections between situated learning theory, creativity theories, community-based art education, and memory research were all recognized as being exhibited during our community partnership programs. There were seven patterns and themes that were noted as occurring within each semester program, as well as notable distinctions. The patterns and themes from the data analysis suggest that our community partnership reflected the following: learning and creative expression went beyond the individual; networks of support and communication were available to all participants; challenges were acknowledged; empathy between participants was an unintentional outcome; working together as ...
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"image"/ "i" / "nation": A Theory and Practice of Becoming an A/r/tographer

"image"/ "i" / "nation": A Theory and Practice of Becoming an A/r/tographer

Date: August 2010
Creator: Sutherlin, Matthew Evans
Description: One can argue that embracing technological models may produce students who are illiterate in the "proper" methods of communication. With rapid technological change, some fear traditions in their "original" form may be lost. Practices such as trying to recapture the artist's intent should be abandoned as a way of opening up literacy discourse to multiple narratives. Failing to critically explore the possibilities of emerging models of thinking, teaching, and learning in a technological culture can produce a loss equal to the loss of tradition. An a/r/tographer works toward a fluid practice between the domains of artist, researcher, and teacher in order to negotiate emerging forms of visual/tactile/auditory communication which include the body as a networked organism situated recursively within the larger structure of society. This study occurred during two separate semesters of an art education course for pre-service elementary teachers. Through interaction with hypermedia, social networking, installation art, and mash-ups, the teacher and students became artists, researchers, and teachers in a community of practice. A new form of teaching practice was envisioned that opens the possibility for both collective and individual understandings in the formation of curricula. A set of guiding principles was invented through practice as a way of ...
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Interrelated Histories, Practices, and Forms of Communication: Using Arabic Calligraphy to Learn Arabic Typography

Interrelated Histories, Practices, and Forms of Communication: Using Arabic Calligraphy to Learn Arabic Typography

Date: August 2015
Creator: Al-Ansari, Banan Ahmed
Description: In this self-study inquiry, I studied my graphic design practice in a professional setting, focusing on my Arabic typographic skills and knowledge. My roles as researcher and design educator indivisibly intertwined throughout this research. I worked to understand the value of calligraphy in art and design education, highlighting its power as an art form while also emphasizing its pedagogical potentials. I utilized two theoretical approaches suited to investigating and understanding the Arabic letters as text and image, Ibn Arabi’s science of letters, or 'ilm al-hurûf, and semiotics. I applied my theoretical framework to three distinctive artworks to investigate their uses of the Arabic letters, contemplating their roles in modern and contemporary Arab art. Essential to my research was learning Arabic calligraphy through two approaches: 1) I attended a calligraphy workshop, and 2) I conducted three self-study experimentations. I analyzed my experience through visual representations, commentary, and narrative inquiry to assess Arabic calligraphy’s significance for graphic design education. As such, my experimentations confirmed Arabic calligraphy’s aesthetic and educational value. I employed my findings to create a contemporary Arabic typography curriculum suitable for university-level students. This curriculum is built on learning theories such as visual culture analysis, semiotics, constructivist theory, play principles, ...
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