Exploring the Process of Developing a Glocally Focused Art Curriculum for Two Communities

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The world is becoming progressively interconnected through technology, politics, culture, economics, and education. As educators we strive to provide instruction that prepares students to become active members of both their local and global communities. This dissertation presents one possible avenue for engaging students with art and multifaceted ideas about culture, community, and politics as it explores the possibilities for creating a community-based, art education curriculum that seeks a merger of global and local, or "glocal" thinking. Through curriculum action research, I explored the process of writing site-specific curriculum that focuses on publicly available, local works of art and encourages a ... continued below

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Hartman, Jennifer D December 2017.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 86 times , with 18 in the last month . More information about this dissertation can be viewed below.

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  • Hartman, Jennifer D

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Description

The world is becoming progressively interconnected through technology, politics, culture, economics, and education. As educators we strive to provide instruction that prepares students to become active members of both their local and global communities. This dissertation presents one possible avenue for engaging students with art and multifaceted ideas about culture, community, and politics as it explores the possibilities for creating a community-based, art education curriculum that seeks a merger of global and local, or "glocal" thinking. Through curriculum action research, I explored the process of writing site-specific curriculum that focuses on publicly available, local works of art and encourages a connection between global experiences and local application. I have completed this research for two communities, one in Ohio and one in Texas, and investigated the similarities and differences that exist in the process and resulting curriculum for each location. Through textual analysis, interviews, curriculum writing, and personal reflections, I identified five essential components of a community-based, glocal art education curriculum: flexibility, authenticity, connectedness, glocal understandings, and publicly available art. Additionally, I developed a template for writing glocally focused, community-based art education curriculum and produced completed curricular units for each of the communities. Finally, I have made suggestions for the future study and development of glocally focused, art education curriculum.

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  • December 2017

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  • Jan. 27, 2018, 7:36 a.m.

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  • Feb. 23, 2018, 12:37 p.m.

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Hartman, Jennifer D. Exploring the Process of Developing a Glocally Focused Art Curriculum for Two Communities, dissertation, December 2017; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc1062845/: accessed September 25, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .