Matching Items (5)
Filtering by
- All Subjects: Art Education
- All Subjects: Art and the Internet
- All Subjects: deviantART
- Genre: Academic theses
- Creators: Coats, Cala
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
This sensory ethnographic research study used a walking methodology to explore the potential of an asset-based approach to arts development. Inspired by socially engaged artists who incorporate walking as their practice, this study explored a rural arts community by walking with research participants to gain a sense of their history, consider past and future artistic developments, as well as map/learn about the physical environment through stories, conversations, and sensory-based experiences. Many arts administrators utilize a needs-based approach to identify community deficits and assets through surveys, formal interviews and focus groups, thus this research aimed to devise a different approach. This research theorized walking as an ecological inquiry and explored the embodied and entangled experiences that emerged, with the goal of co-creating knowledge from the perspective of community members, to inform and expand arts administration approaches to community arts initiatives and development. Using an ecological and mapping analytical framework, the findings describe and trace the emergence of boundary objects that were entangled with the community members stories and memories that highlighted the relational aspects of the town, community, and art. The ecological and mapping analysis directly related to my walking method because all are multilayered, multisensory, and embodied ways of learning and relaying information about a place. To conclude this research, I outline an arts administration toolbox with five distinct steps and processes to follow when utilizing this walking method within the fields of arts administration and art education.
ContributorsShelley, Morganne (Author) / Coats, Cala (Thesis advisor) / Young, Bernard (Committee member) / Ellsworth, Angela (Committee member) / Arizona State University (Publisher)
Created2021
Description
This is a qualitative study, to examine how Indigenous ways of knowing could inform Western standardized learning by taking part in a series of learning experiences related to Hula and building connections to the local environment. I enacted a series of site-specific visitations that focused on Indigenous artistic practices related to Hawaii's highest art form, Hula, as well as local sites dedicated to Indigenous environmental preservation. These visits examined dance, chant, talk-story, and environmental practices taught from an Indigenous way of knowing. The purpose of these enactments was to know how embodied learning approaches, informed by Indigenous methodologies, impact learners’ connections to pedagogical content and the learning environment, and how that subject matter was conveyed and received through the embodied act of site-specific visitations. I will address the ways in which understanding through site visits emerged in these Indigenous ways of knowing. I will explain how the Indigenous practices and ways of knowing offer a different understanding of standardized learning, and argue what could be gained by adding these methodologies to art curriculum in site-specific locations.
ContributorsSoudani, Jessica Marie (Author) / Coats, Cala (Thesis advisor) / Young, Bernard (Thesis advisor) / Button, Melissa (Committee member) / Arizona State University (Publisher)
Created2022
Description
This is a qualitative case study, using a feminist lens as a theoretical frame, that examines institutional problems that Mexican women encountered since the Bracero Program. At that time, women were not allowed to work certain jobs and were left at home separated from their husbands or fathers while the men migrated to The United States for seasonal agricultural labor as Braceros. Braceros were Mexican male farmworkers that were recruited through a federal guest program to legally work and migrate to the United States seasonally after World War II, from 1942-1964. As a result, women were left alienated and exploited on their own, and it was up to them to take charge of the family and hold everything and everyone together. There is little known research that discusses these women’s experiences and stories. And to uncover these stories, I address the ways photography and traditional Mexican storytelling, and arts-based storytelling reveal hidden stories of family, longing, sacrifice, and women’s unrecognized labors. Through an autoethnographic methodology, I explain my place as a Mexican American woman and as a researcher during the study. This study uncovers the history of migrating Bracero families, acknowledges the women’s experiences, and discusses the importance of passing down stories of an often-overlooked moment and experiences of migration and immigration in both United States and Mexican history.
ContributorsSalas, Nancy Elizabeth (Author) / Young, Bernard (Thesis advisor) / Coats, Cala (Committee member) / Hood, Mary (Committee member) / Arizona State University (Publisher)
Created2022
Description
This study will explore the role and impact of socially engaged art (SEA) on participants when presented through an interactive and nomadic mobile context. Using an action research methodology, I will use a pop-up camper to serve as research and art making hub. I will travel with the hub to various locations throughout Arizona working with participants to create an artistic response to prompts that encourage them to think about their own communities and participants’ roles within them. Some of these pieces will travel with the hub to future locations, serving as a point of response and/or engagement for participants from other locations or even from future visits to the same location. SEA invites participatory and dialogical interaction through art-making. Using SEA as a pedagogical approach could present alternative teaching and learning methods and locations possible to art educators. Because socially engaged art is heavily focused on agency (Helguera, 2011), responsibility of the arts to impact social change and influence (Bae & Shin, 2019), embraces tools and processes not exclusive to the art studio (Helguera, 2011), and leans heavily on collaboration and dialogue (Chalmers & Desai, 2007), it is an ideal method for creating and examining potential bonds between communities and their educators. This study will also explore how the nomadic state of the research hub impacts the researcher (artist/teacher) and the participants. The pop-up camper exemplifies temporality and limited access, using mobility to evaluate spaces, borders, and communities as a state of fluctuation and fluid movement. Potential impact on the researcher and participants could occur through the experience of a common item, such as the camper, repurposed for something totally different. Moreover, as an artist and educator, engaging with communities through either of these perspectives could cause a considerable impact on the artist/educator pedagogical and artistic practices.
ContributorsGaylord III, James (Author) / Coats, Cala (Thesis advisor) / Stokrocki, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2020