University of San Francisco
Lynn University
Dominican University of California
University of Northern Iowa
University of Sydney
California State University, Monterey Bay
University of South Carolina
South Dakota State University
Dalton State College
The Center for Research on Creativity
The Effect Of Visual Arts On At-Risk Students,
2023
Minnesota State University Moorhead
The Effect Of Visual Arts On At-Risk Students, Nicole E. Seidler
Dissertations, Theses, and Projects
Creation through visual art is demonstrated by a variety of all ages. Visual art-based learning is known to build focus, reduce stress, provide a sense of accomplishment, and spark an increase in well-being. Many people have been known to benefit from the creation of art. With the COVID-19 pandemic back in 2020, educators across the country have noticed an increase of students who are considered at-risk. Many school districts have made it a priority to look at ways of improving these students’ behavior, participation, view on school, or overall well-being. This research study takes place at a rural Wisconsin high …
Meet Me In The Middle: A Scoping Review On Understanding Adolescent Needs In Climate Communication,
2023
University of San Francisco
Meet Me In The Middle: A Scoping Review On Understanding Adolescent Needs In Climate Communication, Gwendolyn Monica Hoff Anderson
Master's Projects and Capstones
The greatest effects of climate change are likely to be felt by youth. Young people are disproportionately affected by climate change due to their critical developmental stage and lack of power, and they experience both higher severity and prevalence of mental health issues related to climate change. Strong emotions have long been recognized as potential catalysts for action, or they may lead to paralyzing feelings of being overwhelmed. Climate communication is a critical tool to spark climate concern and encourage action. Activism, in turn, may help youth manage their anxiety about climate change. This scoping review examines emerging evidence on …
Book Review: Kumar, Ashwani. (Ed.). (2022). Engaging With Meditative Inquiry In Teaching, Learning, And Research: Realizing Transformative Potentials In Diverse Contexts. New York, Ny: Routledge.,
2023
University of Toronto / Independent Scholar
Book Review: Kumar, Ashwani. (Ed.). (2022). Engaging With Meditative Inquiry In Teaching, Learning, And Research: Realizing Transformative Potentials In Diverse Contexts. New York, Ny: Routledge., Giovanni Rossini Phd
Journal of Contemplative and Holistic Education
Book Review of following text:
Kumar, Ashwani. (Ed.). (2022). Engaging with Meditative Inquiry in Teaching, Learning, and Research: Realizing Transformative Potentials in Diverse Contexts. New York, NY: Routledge.
Walking Self-Portraits: Scores For Creative Exploration Of Space,
2023
University of Kentucky
Walking Self-Portraits: Scores For Creative Exploration Of Space, Jody Stokes-Casey, Catalina Hernandez-Cabal, Ahu Yolaç
Feminist Pedagogy
In this original teaching activity, participants work from a set of movement and mark-making scores to explore three dimensions of experience—memory, intervention, and collectivity—in dialogue with art, museum space, and one another.
Building A Pedagogy Of Idea Generation And Embodied Inquiry,
2023
University of Pittsburgh
Building A Pedagogy Of Idea Generation And Embodied Inquiry, Kate Joranson
Art History Pedagogy & Practice
What futures become possible when we center questions, inquiry, and affective responses in research processes? What does it mean to support encounters with new ideas? In this article, I explore non-extractive models of teaching and learning, sharing ways of making space for idea generation, an under-described part of research and creative practice. The coming-up-with-ideas part of creative and scholarly work can be challenging to articulate, share, and teach. What if we paused and stretched this part out, making it more visible? By browsing physical collections of books in community with one another, during “curated browsing” experiences, we give ourselves — …
Design: A Path To Agency, Design Thinking: An Educational Imperative,
2023
Rhode Island School of Design
Design: A Path To Agency, Design Thinking: An Educational Imperative, Seva Simone
Masters Theses
Design(ing) and Design Thinking are valuable frameworks that should be used to drive agency: This thesis explores what design and design thinking are and builds a case for incorporating design into art education.
Design isn’t a mainstream subject of study in public school curricula. Design offers a unique body of knowledge that is highly relevant to the inner-workings of our world: knowledge imperative to teach if we want to succeed in solving wicked problems like global warming and mitigating global injustices. Studying design allows students to connect academic learning to the world outside the ivy, bridging the gap between the …
The Border Crosser's Pocketbook: A Guide To Engaged Pedagogy In After School Arts,
2023
Rhode Island School of Design
The Border Crosser's Pocketbook: A Guide To Engaged Pedagogy In After School Arts, Britney Coppick
Masters Theses
The questions that sparked this research were developed after spending time working internationally and locally with youth in after school arts programs. These inquiries aim to critically examine the way after school arts programs are run in relation to the culturally and racially diverse communities they serve, discuss how these methods engage with the field of arts education as a whole, and ultimately provide practical approaches, strategies, and tools that educators can implement in these programs. Written from the perspective of a white, female educator who works in racially diverse learning spaces, this project is aimed at enabling educators in …
Impact Of Art Educators: Artistic Practices, Political Advocacy And Pedagogy Of Frida Kahlo And Faith Ringgold,
2023
Rhode Island School of Design
Impact Of Art Educators: Artistic Practices, Political Advocacy And Pedagogy Of Frida Kahlo And Faith Ringgold, Gabriela P. Cantu
Masters Theses
Throughout the accomplished careers of Frida Kahlo (1907-1954) and Faith Ringgold (b. 1930), both women produced intimate autobiographical art that was exhibited in major institutions such as The Museum of Modern Art, The Whitney Museum of Modern Art, and The Louvre. Beyond their art, I present an analysis of their commitments to work as political activists and arts educators which reveals their prioritization of the social, political, and economic advancement of their respective communities. I argue that their pedagogy, as a culmination of personal and cultural interrogation and celebration, produced measurable success in impacting future generations of diverse artists and …
Explorations And Reflections: Gendered Experiences In Teaching And Learning,
2023
Rhode Island School of Design
Explorations And Reflections: Gendered Experiences In Teaching And Learning, Francesca Matarese
Masters Theses
This thesis explores the history of women's access to education and the issues of gender disparity in education. I focus on single-gendered schools as I write from personal experience to describe the benefits for individuals in single-gender educational systems. I cite conflicting research on how men and women learn regarding biological, cognitive, and developmental differences. I illuminate some of the benefits of single-gendered education through research, experience, and personal communications. I write about the controversies and disparities regarding education and single-gender schools. I document research on the issues women face in education and the politics of women’s bodies and minds …
Making Then Meaning,
2023
Rhode Island School of Design
Making Then Meaning, Ben Denzer
Masters Theses
This is an artist talk contained within a book. It is 816 pages and 49 minutes long. Closed captions run across the spreads. A video of this talk can be watched on bendenzer.com/making-then-meaning
At RISD, I’ve been prompted to expand the scope and tools of my practice and to reflect on questions of meaning in my work.
I spend my days making things, but I’ve never really had good answers to questions of why I make the things I make, or what their meaning is. I don’t think there are simple answers to these questions.
I think meaning comes from …
Mini Makers: Designing Curriculum For Community-Based Arts Education,
2023
Rhode Island School of Design
Mini Makers: Designing Curriculum For Community-Based Arts Education, Hayden Goldberg
Masters Theses
This work serves as documentation of my experience planning and teaching classes for a Rhode Island based after school visual arts pro- gram. Through arts-based action research, I explore methods of documentation and material exploration in order to create an adaptive, emergent curriculum that is responsive to a community-oriented arts education setting.
Ambigú Trashumante Barra De Café Ambulante Ambigú Trashumante Barra De Café Ambulante,
2023
University of San Francisco
Ambigú Trashumante Barra De Café Ambulante Ambigú Trashumante Barra De Café Ambulante, Augusto Martin Rivero
Master's Projects and Capstones
Ambigú Trashumante Barra de Café Ambulante is an applied research project which took shape over the course of a calendar year from May 2022-2023. A six-person team evolved including the personified project itself, united as one communal entity in collaboration. The project entailed creation of a bicicargo, or cargo bike–useful art becoming a mobile coffee bar and literal vehicle embodying justice through coffee offered freely in México, as facilitated through decolonized ethnography and Mesoamerican Community-Based Participatory Action Research (CBPAR). The project’s theoretical framework centers on Bruguera’s (2012) arte útil conceptualization. Five core patterns emerged, including the right to thrive in …
Our Magnitude And Bond: An Ethics Of Care For Art Museum Education,
2023
The Ohio State University
Our Magnitude And Bond: An Ethics Of Care For Art Museum Education, Dana Carlisle Kletchka
Journal of Social Theory in Art Education
This work responds to contemporary concerns about the future of art museum education and public practice and art museums more broadly in the wake of a global pandemic that has, at present, killed more than a million people in the United States and sickened millions more. I respond to questions posed by the board of the Journal of Social Theory in Art Education in relation to the theme of Inclusion Invasion, expand upon the relations between art museums and communities posited by a post-critical, socially responsive museological framework, and explore the potential for a feminist philosophical Ethics of Care …
Whose Art Museum? Immersive Gaming As Irruption,
2023
University of Toledo
Whose Art Museum? Immersive Gaming As Irruption, Jason M. Cox, Lillian Lewis
Journal of Social Theory in Art Education
This paper introduces Mantles in the Museum, an immersive game that helps ameliorate student discomfort in art museums and to support discourse in, through, and around art museums. Within the game the students take on the roles of critics who use one of five interpretive frameworks, often differing from the student’s own, to select works from a real museum to go to an international exhibition. Assuming these roles empowers students to be in the museum and to assess the works, students are given leave to engage in a vigorous critique process and to examine the art-world from a new perspective.
Who Belongs In The Future?: Afrofuturism, Art Education And Alternative Narratives,
2023
University of Georgia
Who Belongs In The Future?: Afrofuturism, Art Education And Alternative Narratives, Emily Hogrefe-Ribeiro
Journal of Social Theory in Art Education
This paper describes an art and Afrofuturism art experience that took place during the summer of 2020. Led by an art museum educator, the virtual experience was held over Zoom with a group of ten White adults. The art experience focused on alternative narratives and introduced participants to Afrofuturism as contemporary artistic practice and pedagogical approach. A critical multiculturalism theoretical framework informed the experience, and participants analyzed Afrofuturist art and representations in mass media to interrogate the ways that Whiteness influences conceptions of the future in Western culture and their own lives. Participants built on what they learned to create …
Pórtate Bien Con La Maestra And Early Childhood Maker Education: How The Border Questions Quality,
2023
University of Texas at El Paso
Pórtate Bien Con La Maestra And Early Childhood Maker Education: How The Border Questions Quality, Heather G. Kaplan, Diane E. Golding
Journal of Social Theory in Art Education
This paper troubles and retells the story of quality art education in a STEAM makerspace in an elementary school along the U.S.-Mexico border. Through questioning quality, we embrace the multivalent nature of belonging and the complexity of teaching art and researching with, among, and about others. Boundaries, borders, and belonging are explored through sites of conflicting quality. We consider the Mexican colloquialism ‘Pórtate bien con la maestra” along with progressive art education as antagonistic notions of quality that produce contrasting educational technologies and complicated notions of belonging, invasion, and settlement.
Monumental Impact – Honoring The Life & Legacy Of Dr. Melanie Buffington,
2023
Virginia Commonwealth University
Monumental Impact – Honoring The Life & Legacy Of Dr. Melanie Buffington, Caitlin M. Black
Journal of Social Theory in Art Education
The article honors the impactful work of the late Dr. Melanie Buffington. The author discusses their experience recognizing the overlap between Dr. Buffington’s work and the work of Monument Lab, a public art and history studio based in Philadelphia. Honoring Dr. Buffington’s legacy, the author recommends Monument Lab’s field trip guide as a tool for engaging students in critical thinking and meaningful conversations considering and reimagining public art and public spaces.
Creating Commons: Photovoice Philosophy In A Third Space,
2023
University of Toledo
Creating Commons: Photovoice Philosophy In A Third Space, Jason M. Cox, Lynne Hamer
Journal of Social Theory in Art Education
Teach Toledo is a program that the authors co-coordinate using community assets to create a third space to confront systemic racism’s impact on teacher education programs and facilitate hybridity (Bhaba, 1994). Diverse student cohort members use their lived experience as the base for their individual and shared urban educational philosophies, coordinated in a first-year horizontally and vertically integrated curriculum including written compositions and a PhotoVoice project. “Creating commons” refers not only to provision of a third space as a common space where private experiences can be combined to create a hybrid, new understanding, but also to the creative act of …
Jstae V42 Front Matter,
2023
University of North Texas
Jstae V42 Front Matter, Manisha Sharma
Journal of Social Theory in Art Education
No abstract provided.
Editorial: Inclusion Invasion,
2023
University of North Texas
Editorial: Inclusion Invasion, Manisha Sharma
Journal of Social Theory in Art Education
No abstract provided.
