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Description
This qualitative case study of 12, eighteen to twenty-four-year-olds from seven countries provided insight into the learning practices on an art-centered, social media platform. The study addressed two guiding questions; (a) what art related skills, knowledge, and dispositions do community members acquire using a social media platform? (b), What new literacy practices, e.g., the use of new technologies and an ethos of participation, collective intelligence, collaboration, dispersion of abundant resources, and sharing (Knobel & Lankshear, 2007), do members use in acquiring of art-related skills, concepts, knowledge, and dispositions? Data included interviews, online documents, artwork, screen capture of online content, threaded online discussions, and a questionnaire. Drawing on theory and research from both new literacies and art education, the study identified five practices related to learning in the visual arts: (a) practicing as professional artists; (b) engaging in discovery based search strategies for viewing and collecting member produced content; (c) learning by observational strategies; (d) giving constructive criticism and feedback; (e) making learning resources. The study presents suggestions for teachers interested in empowering instruction with new social media technologies.
ContributorsJones, Brian (Author) / Stokrocki, Mary (Thesis advisor) / Young, Bernard (Committee member) / Guzzetti, Barbara (Committee member) / Arizona State University (Publisher)
Created2012
Description
Through the disciplines of art education, anthropology and psychology the researcher examined research-based traits and characteristics of the creative process among a second year Title 1 urban high school art class. Within the theoretical framework of social justice, this micro-ethnographic study explored exactly what teaching and learning to be creative implies and proposes a potential resolution for art teachers learning how to enhance teaching children how to think creatively. The research proposition is that student creativity occurs as a function of a series of interrelated factors including a nurturing classroom context, strong teacher-student dialogue, strategic questioning, purposeful incorporation of visual culture, and manipulation of content in favor of student interests within the culturally situated context of the art classroom. Navigating teacher-student relationships at moments of creative origination produced results indicating that the art teacher alone is the single most influential factor for enhancing creative outcomes in a classroom. Through incorporation of a variety of collaborative activities and comparative analysis of dissimilar content-driven projects generated evidence that artistic skills and creativity do not necessarily go hand-in-hand. The study finds that the artworks produced evidence based nuances of the creative traits of originality, fluency, flexibility, and elaboration in which profoundly varied in character depending on the content and the context. The study concludes that creativity cannot be strictly taught or learned, but rather that it can be enhanced through teacher nurturing and manipulation of content to encompass a socially intelligent uptake in the culture of art-making. Broader implications are suggested focusing on the significance of creative education and the impact it can have for educational systems, schools and undergraduate programs in art education. The researcher proposes an art education curriculum model that fosters both creative thinking and the unique learning needs of Title 1 urban students. The curriculum suggests the art teacher begin initial instruction by teaching students about the traits, characteristics and obstructions of creativity prior to teaching artistic skills sets to serve as a foundation of creative awareness from the start.
ContributorsForeman, Angela (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Fischman, Gustavo (Committee member) / Arizona State University (Publisher)
Created2014
Description
Black Rock City is a temporary city existing for one week in the harsh desert of northern Nevada. It plays host to the Burning Man festival with over 300 large-scale art installations and is considered to be the largest interactive art festival in the world. Besides the main burn, smaller local regional events have developed. These regional events encompass many of the same tenets as Burning Man including the presentation of large-scale art. Burn2 is the regional event held on the virtual world, Second Life. In 2013, both events used the theme of Cargo Cult as a stepping off point for the artists. Through the lens of spectacle, I used art criticism as a way to gain understanding of the artworks.
Art criticism is a means of interpreting and appreciating artwork and is often used in the art classroom. Edmund Feldman's method promotes a deeper understanding of art and consists of four steps: description, formal analysis, interpretation and judgment. Using Feldman's method, I analyzed three artworks from the 2013 Burning Man festival and three works from Burn2. From interviews, photographs, and personal observations I analyzed the artworks. I used external analysis to compare the literature on similar festivals and the artworks with other events held in the real life and virtual world.
I found in both events very similar concepts and themes. Artists had specific subject matter in mind when designing their installations. Artists used the theme as a stepping off point for rationalizing their content. Art made to be displayed at Burning Man was expensive; funding was a concern for all the artists. Burn2 artists were free from funding concerns even though there were expenses to making art in Second Life. Emerging themes were use of building materials and color, use of electronics and computer technology, art installations in festivals, spectacle, collaboration, and interactivity. Further implications included teaching about the engineering of structures, critical thinking about festival themes and the individual art installations, visual culture, and art making with these emerging art forms.
Art criticism is a means of interpreting and appreciating artwork and is often used in the art classroom. Edmund Feldman's method promotes a deeper understanding of art and consists of four steps: description, formal analysis, interpretation and judgment. Using Feldman's method, I analyzed three artworks from the 2013 Burning Man festival and three works from Burn2. From interviews, photographs, and personal observations I analyzed the artworks. I used external analysis to compare the literature on similar festivals and the artworks with other events held in the real life and virtual world.
I found in both events very similar concepts and themes. Artists had specific subject matter in mind when designing their installations. Artists used the theme as a stepping off point for rationalizing their content. Art made to be displayed at Burning Man was expensive; funding was a concern for all the artists. Burn2 artists were free from funding concerns even though there were expenses to making art in Second Life. Emerging themes were use of building materials and color, use of electronics and computer technology, art installations in festivals, spectacle, collaboration, and interactivity. Further implications included teaching about the engineering of structures, critical thinking about festival themes and the individual art installations, visual culture, and art making with these emerging art forms.
ContributorsKrecker, Linda Susan (Author) / Stokrocki, Mary (Thesis advisor) / Young, Bernard (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study examines the experiences of parents in mixed marriages (Vietnamese married to non-Vietnamese) raising their children in the United States. Specifically, this study focused on what factors influence parents' development of family language policies and patterns of language use. While research has been done on language policy and planning at the macro-level and there are an increasing number of studies on family language policy at the microlevel, few studies have focused on couples in mixed marriages who are heritage language speakers of the language they are trying to teach their children. This study used both surveys and interviews to gather data about parents' beliefs and attitudes towards bilingualism and the heritage language (HL), strategies parents are using to teach their children the HL, and major challenges they face in doing so. There were three main findings. First, parents without full fluency in the HL nevertheless are able to pass the HL on to their children. Second, an important factor influencing parents' family language policies and patterns of language use were parents' attitudes towards the HL--specifically, if parents felt it was important for their children to learn the HL and if parents were willing to push their children to do so. Third, proximity to a large Vietnamese community and access to Vietnamese resources (e.g., Vietnamese language school, Vietnamese church/temple, etc.) did not assure families' involvement in the Vietnamese community or use of the available Vietnamese resources. The findings of this study reveal that though language shift is occurring in these families, parents are still trying to pass on the HL to their children despite the many challenges of raising them bilingually in the U.S.
ContributorsLam, Ha (Author) / Wiley, Terrence (Thesis advisor) / Appleton, Nicholas (Thesis advisor) / Tobin, Joseph (Committee member) / Arizona State University (Publisher)
Created2011
Description
In this study, I investigate the digital literacy practices of adult immigrants, and their relationship with transnational processes and practices. Specifically, I focus on their conditions of access to information and communication technologies (ICTs) in their life trajectories, their conditions of learning in a community center, and their appropriation of digital literacy practices for transnational purposes. By studying the culturally situated nature of digital literacies of adult learners with transnational affiliations, I build on recent empirical work in the fields of New Literacy Studies, sociocultural approaches to learning, and transnational studies. In this qualitative study, I utilized ethnographic techniques for data collection, including participant observation, interviewing, and collection of material and electronic artifacts. I drew from case study approaches to analyze and present the experiences of five adult first-generation immigrant participants. I also negotiated multiple positionalities during the two phases of the study: as a participant observer and instructor's aide during the Basic Computer Skills course participants attended, and as a researcher-practitioner in the Web Design course that followed. From these multiple vantage points, my analysis demonstrates that participants' access to ICTs is shaped by structural factors, family dynamics, and individuals' constructions of the value of digital literacies. These factors influence participants' conditions of access to material resources, such as computer equipment, and access to mentoring opportunities with members of their social networks. In addition, my analysis of the instructional practices in the classroom shows that instructors used multiple modalities, multiple languages and specialized discourses to scaffold participants' understandings of digital spaces and interfaces. Lastly, in my analysis of participants' repertoires of digital literacy practices, I found that their engagement in technology use for purposes of communication, learning, political participation and online publishing supported their maintenance of transnational affiliations. Conversely, participants' transnational ties and resources supported their appropriation of digital literacies in everyday practice. This study concludes with a discussion on the relationship among learning, digital literacies and transnationalism, and the contributions of critical and ethnographic perspectives to the study of programs that can bridge digital inequality for minority groups.
ContributorsNoguerón, Silvia Cecilia (Author) / Warriner, Doris S (Thesis advisor) / Faltis, Christian J (Committee member) / Mccarty, Teresa (Committee member) / Wiley, Terrence (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study gathers the expertise of three reputable art teachers, through analysis of qualitative data collected during in-person interviews and classroom observations, as they share their experiences and insights regarding successful methods of motivating and engaging students in their beginning-level art classes. Various works of literature regarding educational motivation are reviewed, and this study begins to address the need for additional research involving this issue, as it applies to teachers of art. Commonalities between the motivational tactics of the participating teachers are discussed, as well as comparison of findings to existing literature. This may be useful to art teachers who are new to the field or who are seeking information regarding successful methods of encouraging motivation and engagement in their beginning -level art classes.
ContributorsClark, Erica (Author) / Young, Bernard (Thesis advisor) / Erickson, Mary (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2012
Description
The presence of language minority students in American schools is a growing phenomenon in present-day times. In the year 2008, almost 11 million school-age children spoke a language other than English at home. Educational language policy is largely influenced by the attitudes that society holds regarding the presence of language minority speakers in the community. One of the sources of these attitudes is the written press. This research aimed at identifying and analyzing the ideologies that newspapers display in connection with language minority speakers. The underlying assumption of the study was that the English language occupies a dominant position in society, thus creating a power struggle in which speakers of other languages are disenfranchised. Using critical theory as the theoretical framework enabled the study to identify and oppose the ideologies that may reproduce and perpetuate social inequalities. The methodological approach used was critical discourse analysis (CDA) which aligns with the main tenets of critical theory, among them the need to uncover hidden ideologies. The analysis of articles from English-language (The Arizona Republic and the East Valley Tribune) and Spanish-language (La Prensa Hispana) newspapers allowed for the identification of the ideologies of the written press in connection to two main hypothetical constructs: education and immigration. The analysis of the results revealed that the three newspapers of the study held specific ideologies on issues related to the education of language minority students and immigration. Whereas the East Valley Tribune showed an overarching ideology connected to the opposition of immigrant students in schools, the hegemonic position of theEnglish language, and a belligerent stance toward the immigrant community, The Arizona Republic showed a favorable attitude to both English Language Learners and immigrants, based on reasons mainly related to the economic interest of the state of Arizona. La Prensa Hispana, on the other hand, showed ideologies favorable to the immigrant community based on humanitarianism. In summary, the results confirm that newspapers hold specific ideologies and that these ideologies are reflected in the content and the manner of their information to the public.
ContributorsGonzález-Carriedo, Ricardo (Author) / Ovando, Carlos (Thesis advisor) / Wiley, Terrence (Thesis advisor) / Fischman, Gustavo (Committee member) / Mccarty, Teresa (Committee member) / Arizona State University (Publisher)
Created2012
Description
Art museums are institutions with a mission to not only preserve art and culture for the public, but to provide visitors with an educational experience. This qualitative case study includes three art museums in the Phoenix Metropolitan Area: a university art museum, a large public museum in Downtown Phoenix, and a contemporary art museum in the city of Scottsdale. This research study sought to identify the ways in which eight art museum employees from the education and administration departments identify their institutions as educational. Data was collected and analyzed through the methods of direct observations and field notes, one-on-one interviews, and photographs of educational programming.
After examining these art museums and conducting eight interviews, a description of each observation is displayed using examples of photographs and field notes. Although findings suggest a variety of educational programs for a range of visitors in each institution, all three museums offered comparable programs, activities, and events. This research study revealed similar ideas, themes, and perspectives between art museum educators and administrators. Findings indicate the importance of collaboration between both museum departments in order to ensure the success of their museums. All eight participants in the study had a passion for art and art museums as well as visitor education. Additionally, participants had concurrent thoughts in their interviews regarding concepts of educational programming, cultural diversity approaches, art museum fundamental roles, and overall educational goals.
After examining these art museums and conducting eight interviews, a description of each observation is displayed using examples of photographs and field notes. Although findings suggest a variety of educational programs for a range of visitors in each institution, all three museums offered comparable programs, activities, and events. This research study revealed similar ideas, themes, and perspectives between art museum educators and administrators. Findings indicate the importance of collaboration between both museum departments in order to ensure the success of their museums. All eight participants in the study had a passion for art and art museums as well as visitor education. Additionally, participants had concurrent thoughts in their interviews regarding concepts of educational programming, cultural diversity approaches, art museum fundamental roles, and overall educational goals.
ContributorsLechner, Nicole (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Watts, Jamie (Committee member) / Arizona State University (Publisher)
Created2018
Description
The role of an art educator is characteristically dualistic and paradoxical. Not only are most art educators trained as artists, but they also receive instruction on theories and practices used in art education. The purpose of the study was to examine how community college ceramic instructors identify themselves within their dual roles as teacher-artists. I studied if and how the teacher-artist places emphasis on one position over the other, or how they successfully synthesized these positions. I also investigated the phenomenon by considering the why, how and which role they accentuated, as well as it affects and influences on their creative and teaching activities. By using a feminist theory, the research uncovered information on how gender may or may not affect their careers, as well as their identities.
ContributorsKeele, Teresa (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Watts, Jamie (Committee member) / Arizona State University (Publisher)
Created2018
Description
This qualitative research study was about art teachers’ perceptions and practices of cultural diversity and its implications for the U.S. The purpose of the study was to provide a rationale for the need for learning institutions to recognize the changing demographics and to respond to the potential educational implications of the new demographics as they prepare their art teachers to educate diverse student populations. The study involved six art teachers who teach in schools with students from diverse cultural backgrounds. To collect data, interviews with participants were transcribed and analyzed. Analysis of teacher interviews showed the importance of helping art teachers to obtain the skills, attitudes, dispositions and knowledge to work effectively with students from diverse cultural backgrounds. The richness of the descriptions obtained from the interviews provides insight into multicultural art education in schools. The results of this study might help art educators and policy makers understand the need for more awareness of multicultural education and its impact on teachers, parents, administrators and students. This study concludes with suggestions on art education, including the need to develop curriculum that are inclusive to multicultural students, especially Islamic from cultures. Art education programs in universities should produce teachers who are prepared for the cultural diversity in their classrooms. It is essential that teachers accept and implement changes in their communities, in their schools, and in their teaching in order to better serve students of culturally diverse backgrounds.
ContributorsMasrya, Mawadah (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Erickson, Mary (Committee member) / Arizona State University (Publisher)
Created2016