Matching Items (2)
Filtering by
- Genre: Art--Political aspects.
- Genre: Self-portraits
- Creators: Arizona State University
Description
This thesis seeks to answer the question: "What do artistic representations add to the dialogue about the U.S.-Mexico border and immigration beyond political rhetoric and popular media portrayals?" Drawing on political communications (as put forth by Edelman and Altheide), socio-political construction (particularly the White Racial Frame put forth by Feagin), and collective memory theory (especially those of Halbwachs and Pollak), this thesis uses a dual-coding, content analysis to examine the linguistic and visual messages disseminated through news media. Then, interviews with and the work of six immigrant artists are examined for their contribution to the information put forth in the news media. This study finds that news reporting bias falls along a continuum from pro-immigration to extreme anti-immigration (labeled "fearful" reporting). The news media skew strongly toward anti-immigration to fearful in bias, and there is no opposite pro-immigration bias. Through observations of artists' work, the study concludes that artistic representations of the border can fill this strongly pro-immigration void on this bias continuum.
ContributorsMcCarty, Kelly Erin (Author) / Téllez, Michelle (Thesis advisor) / Stancliff, Michael (Committee member) / Segura, Joseph (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT
This Master's Thesis gives positive testament to the idea that high school students are able to develop creative choice making skills. During a yearlong study of a beginning foundational visual arts class, a pretest and a posttest self-portrait performance assessment was given to 34 students and scored by three visual art teachers from the same school. The performance results were then analyzed to ascertain evidence of the evolution of an idea and the logistic validity of assessing growth of a student's creative choice making process. Construction of an appropriate rubric to measure student growth was imperative in the process of training visual art teachers for scoring. Findings show overwhelming evidence that students’ creative choice making abilities were developed in the three weeks of instruction between pretest and posttest. Findings also suggest that with appropriate training, groups of visual art teachers can be trained to score student art performance assessments accurately and validly within the context of state required testing.
This Master's Thesis gives positive testament to the idea that high school students are able to develop creative choice making skills. During a yearlong study of a beginning foundational visual arts class, a pretest and a posttest self-portrait performance assessment was given to 34 students and scored by three visual art teachers from the same school. The performance results were then analyzed to ascertain evidence of the evolution of an idea and the logistic validity of assessing growth of a student's creative choice making process. Construction of an appropriate rubric to measure student growth was imperative in the process of training visual art teachers for scoring. Findings show overwhelming evidence that students’ creative choice making abilities were developed in the three weeks of instruction between pretest and posttest. Findings also suggest that with appropriate training, groups of visual art teachers can be trained to score student art performance assessments accurately and validly within the context of state required testing.
ContributorsHeineman, Richard Lee (Author) / Young, Benard (Thesis advisor) / Erickson, Mary (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2015