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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

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
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This study examines the possibility of using social and historical contexts, image analysis, and personal themes to engage adolescent photography students in the craft of photography. This new curriculum was designed around large themes that correspond to the developmental stage of adolescence. Issues such as self-identity, teenage stereotypes, school,

This study examines the possibility of using social and historical contexts, image analysis, and personal themes to engage adolescent photography students in the craft of photography. This new curriculum was designed around large themes that correspond to the developmental stage of adolescence. Issues such as self-identity, teenage stereotypes, school, family, and community were explored through examining historical documents and photographs, comparing popular culture perspectives, and learning basic semiotics. The students then worked within these ideas by creating their own photographs and reflecting upon their art making choices. The new approach was implemented in an analog film class in which basic 35mm camera and film techniques are taught. It is argued that meaning making motivates the adolescent photographer rather than the achievement of strong technical skills. This qualitative study was conducted using an action research approach, in which the author was both the classroom teacher and the researcher. The study incorporates data collected from student-created photographs, student written responses, interviews of students, interviews of photography teachers, and the researcher's field notes. Major themes were discovered over time by applying a grounded theory approach to understanding the data. The curriculum brought a new level of student engagement, both in participation in the course and in the complexity of their image making. By incorporating the chosen topics, students' images were rich with personal meaning. Students retained concepts of historical and social uses for photography and demonstrated a base understanding of semiotic theory. Furthermore, the data points to a stronger sense of community and teacher-student relationships within the classroom. The researcher argues that this deeper rapport is due to the concentration on personal themes within the practice of photography. Setbacks within the study included censorship by the school of mature subjects, a limited amount of equipment, and a limited amount of time with the students. This study demonstrates the need for art curriculum to provide connections between visual art, interdisciplinary associations, students' level of development, and students' personal interests. The research provides a possible approach to redesigning curriculum for photography courses for the twenty-first century student.
ContributorsOverby, Alexandra (Author) / Young, Bernard (Thesis advisor) / Margolis, Eric (Committee member) / Erickson, Mary (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2011
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Description

Although photography has played a pivotal role in how people see themselves and how they see “others,” scholars have written very little on the (self)representation of Afro-Latin Americans in the nineteenth and early twentieth-century photography. This study argues that photographic portraits produced during this period contributed to creating negative stereotypes

Although photography has played a pivotal role in how people see themselves and how they see “others,” scholars have written very little on the (self)representation of Afro-Latin Americans in the nineteenth and early twentieth-century photography. This study argues that photographic portraits produced during this period contributed to creating negative stereotypes about Afro-Latin Americans and legitimizing Black subalternization. However, it also contends that photography served as a means of Afro Latin American self-representation. This dissertation begins by contextualizing the subjugation and exclusion of African cultures that started with the colonization of the Americas. It uses the findings of the Subaltern Studies as a methodological tool in revisiting the past; and offers a theoretical conceptualization of the photographic practice, pointing out its limits and possibilities. Subsequently, it analyzes the corpus, which consists of photographs produced in Brazil, Colombia, Cuba, and Puerto Rico. These are examined taking into account their context of production and reception. As a result, this research indicated that mainly two types of photographs of Black people were produced in Latin America during this period: photographs taken for commercial purposes, which highlighted the “exoticism” and “otherness” of Afro-Latin Americans; and anthropometric portraits used by scientists to “prove” the biological and cultural inferiority of Black people. However, the analysis also showed that Afro-Latin Americans appropriated the medium to express their subjectivity. These photographs should be seen as counter-images that subverted the photographic practice in vogue. They open new ways of thinking about Black representation throughout history.

ContributorsFillies Testa Muñoz, Juliana (Author) / Johnson, Christopher CJ (Thesis advisor) / Tompkins, Cynthia CT (Committee member) / Bezerra, Ligia LB (Committee member) / Garcia-Fernandes, Carlos CGF (Committee member) / Arizona State University (Publisher)
Created2022