Matching Items (4)
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- All Subjects: Art teachers
- All Subjects: arts-based
- Creators: Erickson, Mary
- Creators: Gee, James
- Member of: ASU Electronic Theses and Dissertations
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
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
Description
ABSTRACT This qualitative study examines how high school art teachers conceive of being a good art teacher. Motivated by my own experiences as an art teacher, I designed this study to add teachers' voices to the conversation surrounding quality in education. My research design included a narrative strand and an arts-based strand. In the narrative strand, I interviewed and observed 12 high school art educators from a major city in the southwest. I conducted an autoethnographic reflection exploring my connection to the research topic and research process. In the arts-based strand I used fiber-arts to further understand my topic. I wrote this dissertation using a narrative approach, blending the traditional research format, voices of participants, and my autoethnographic reflection. I included the results of my arts-based approach in the final chapter. Findings suggest that the teachers in this study conceptualize being a good art teacher as a process of identity construction. Each of the teachers understood what it meant to be a good art teacher in unique ways, connected to their personal experiences and backgrounds. As the teachers engaged in identity work to become the kind of art teacher they wanted to be, they engaged in a process of identity construction that consisted of four steps. I propose a model of identity construction in which the teachers chose teaching practices, evaluated those practices, identified challenges to their identities, and selected strategies to confirm, assert, or defend their desired identities. The findings have implications for teachers to become reflective practitioners; for teacher educators to prepare teachers to engage in reflective practices; and for administrators and policy makers to take into account the cyclical and personal nature of identity construction. This study also has implications for further research including the need to examine the dispositions of art teachers, teachers' evolving conceptions of what it means to be a good art teacher, and the effect labeling teachers' quality has on their identity construction.
ContributorsAndrelchik, Hillary (Author) / Erickson, Mary (Thesis advisor) / Young, Bernard (Committee member) / Margolis, Eric (Committee member) / Arizona State University (Publisher)
Created2014
Description
Human connection is fundamental for a shift toward sustainable societies. Small groups of people working in response to their unique conditions and environment can find joy in the co-creation of a shared existence. A collaborative network of related efforts can contribute to a broader understanding of resilience and adaptation, aiming toward a regenerative relationship with the Earth and all species. Such an approach ameliorates both pervasive loneliness and extreme inequity that have grown from modern consumerist individualism, through a strong focus on trust, respect and authenticity. I have created a structure to pursue these goals as an applied Sustainability researcher and artist. First, I present a tool that measures and guides community-based work to support the values of equity, justice, transformation and connection. I follow this with an in-depth process of qualitative inquiry grounded in an applied participatory design project to gain insight on the act of building connection across perceived divides. Finally, I share “The Building Community:” the group and process I formed with formerly homeless individuals who are co-designing a tiny home ecovillage of transitional supportive housing for homeless human beings in the Skid Row neighborhood of downtown Los Angeles. The Building Community method combines Council-style talking circles with elements of Action and Design research in which equal co-learners embark on a fun and challenging journey to nurture housing security, interconnectedness, and sustainability. The results of this research indicate an opportunity for community-based researchers to further incorporate support for the rights of nature, decolonization efforts and preservation of the commons into their projects. Flexible structure, consistency, balanced effort and shared decision making proved to build a strong foundation for group processes centered on trust. Finally, The Building Community showed that intimate local groups can produce abundant and creative sustainability solutions when partnered with academic guidance and resources. Sustainability scholars have the chance to balance power, amplify voices and make collective visions manifest if they immerse themselves in efforts on the ground.
ContributorsFalstad, Beth Ann Grace (Author) / Cloutier, Scott (Thesis advisor) / Gee, James (Committee member) / Sale, Gregory (Committee member) / Arizona State University (Publisher)
Created2019