Browsing by Subject "arts-based research"

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Art meets reflective teaching: exploring the experience of teaching higher education arts courses during emergency remote learning
    (2024) Christensen, Danielle
    This doctoral dissertation offers an example of how arts-based educational research can be a space to inquire about and explore the complexities of one’s own teaching practice and in this case teaching undergraduate arts courses during the COVID-19 pandemic. When the pandemic led to me emergency remote teaching, I began creating digital art and reflecting on how this experience was affecting my teaching practice. This visual art data and corresponding artist narrative data were then analyzed using reflexive thematic analysis (Braun and Clarke, 2006). Guiding this study were two questions: Q1: How did I experience a lack of connection with my students due to emergency remote teaching? Q2: How did technology play a role in my emergency remote teaching practice? Within this study, I share six themes and two sub-themes in response to the first research question, while the second research question resulted in six themes and three sub-themes that capture not only my posed questions but my experience in general.
  • Thumbnail Image
    Item
    A Balanced Curriculum For Student-Oriented Learning In Art + Design Education: Toward Community-Based Participatory Design Research
    (2020-06) JEKAL, MEE
    This study started from my own experiences as a Korean international student living in a different culture and studying in a different higher education system within the U.S. Asking why my previous knowledge and learning of arts-based top-down design processes (ABTD) in South Korea are different from learning engineering-based bottom-up design processes (EBUD) in the U.S., guides this study of different cultural norms and educational systems in South Korea and the U.S. Through my own stories of art + design education in these different settings, I draw upon critical pedagogy (CP) (Freire, 2000; Kumashiro, 2004), culturally relevant pedagogy (CRP) (González, 2005), and Dewey’s (1934, 1938) philosophy stressing the value of lived experiences, to research student-oriented creative learning in art + design. My research addresses the clash of cultural and pedagogical issues in higher education design programs. Through a comparative accounting of different art + design education approaches in South Korea and the U.S., I explore what a balanced culturally relevant curriculum development process looks like if students’ lived experiences are valued and critical pedagogy leads to reflexive and creative student-oriented learning in art + design education. My research questions ask: 1) How do international students from South Korea adapt to different teaching and learning approaches in a U.S. art + design education program? 2) How do lived experiences affect Korean students’ response to U.S. art + design education practices? and 3) How would Korean students improve the educational environment for student-oriented learning in art + design education? The study used arts-based research methodologies (ABR) including poetry to address and explore cultural issues in the emotional aspects of social life, lived experiences, and identity work, within an autoethnography. My qualitative in-depth interview process also added autoethnography to support personal perspectives in art + design education. Through the multi-layered data collected from the study, I could generate three themes: 1) Students with diverse funds of knowledge and lived experiences are struggling with flatten curriculum and would like to learn diverse design approaches in studying art + design education. 2) Lived experiences inside and outside the classroom influence creative design thinking, learning and the teaching process in art + design education. And 3) Art + design educators play a role in encouraging students to learn about cultural differences inside and outside the classroom, and how creative design abilities contribute to our society and students from diverse communities. Based on these three themes, I confirmed the value of balancing curriculum for student-oriented learning toward community-based participatory design research (CBPR). Through the iterative process of the research, I confirmed autoethnography, as ABR, can expand one’s view of inquiry in art + design education and allow researchers to address diverse cultural issues, expressing emotional feeling and interweaving multi-layered data kinds. On the research, I could acknowledge how my teaching philosophy was improved through self-study, and how I could grow as an educator beyond being a good designer. I express my long journey becoming an art + design educator via several poems and conversational stories with my colleagues.
  • Thumbnail Image
    Item
    “I’ll Let You Know How It Goes”: Teaching, Learning, and Learning to Teach in an Urban Partnership High School
    (2016-06) Beaton Zirps, Jehanne
    Drawing heavily from narrative inquiry, arts-based research, portraiture, and fiction-based research methodologies (Barone, 2008, 2010; Barone & Eisner, 1997, 2006, 2012; Clandinin & Connelly, 2000; Lawrence-Lightfoot, 1977; Leavy, 2013; Maynard & Cahnmann-Taylor, 2010; Rolling, 2013), the author has written a postmodern dissertation, told from multiple points of view, about the intersections of learning to teach, preparing urban teachers, and working between and within the worlds of theory- and research-driven teacher education and practice-based public schools. The collection combines first- and third-person narrative, poetry, fiction, and portraiture to examine complex questions about racism and urban teacher preparation, who and what makes a good teacher, and ways in which success is measured when it comes to learning to teach, teaching, and learning.
  • Thumbnail Image
    Item
    My Easy Year: Breast Cancer, Narrative Reckoning, and the Art of Creating a Dissertation
    (2023-01) Shopa, Amanda
    A serious illness acts as a break to one’s routine and wrecks a life’s narrative (Frank, 2013). A serious illness can force one to examine the weave of their life—past, present, and future—in unexpected ways (Lorde, 1980/2020). I learned this firsthand when, late in my doctoral studies, I was diagnosed with breast cancer after a routine mammogram screening. The diagnosis, treatment, and on-going side effects left me with one question: How am I supposed to get through this (creating a dissertation) after going through that (cancer)? To answer that question, I turned to arts-based research practices (Leavy, 2015; Loveless, 2019; Springgay & Irwin, 2005). In this non-traditional “braided” dissertation (Miller, 2021), I use creative writing (personal stories, journal entries, and doctor’s charting notes), textile arts (knitting, felting, weaving, and quilting), and photographic practices (black-and-white darkroom work and the cyanotype process) to examine my past, present, and future. At the same time, I incorporate research and theory from medical sociology to ground my personal experience in a larger cultural context. I explore the illness narratives I tell (Frank, 2013) and consider how they align with or resist American breast cancer culture and the expectation that women are made “better” by having cancer (Ehrenreich, 2001; Sulik, 2011). I argue that there is no conclusion to breast cancer, even though the broader culture may call for one. Ultimately, this dissertation resists dominant breast cancer culture and adds nuance and complexity to breast cancer stories. It also demonstrates how artistic practices and academic research can be used to make sense of the existential crisis that a serious illness can trigger in one’s life.
  • Thumbnail Image
    Item
    Rendering, Writing, and Living Curriculum: Experiences of the Master Builder at Work
    (2018-12) Wiley, Katherine
    In this study, a practicing elementary art teacher enacts the multiple imaginations rooted in a/r/tography while examining the complex experiences of the teacher engaged in new curricular work. A/r/tography is framed as a type of phenomenology of practice—a living and in-process inquiry—which accepts the artist/researcher/teacher as points of investigation which move toward understandings of teacher work that are critical, aesthetic, and personal. Using the arts-based practice of narrative and visual art practices of drawing, photography, and video, the artist/researcher/teacher, grounded in personal and public history, wonders about the possibility of creating curricular work with a new theory of curricular development—one in which the teacher and students develop curriculum made from the bricks at hand—much like the Lego master builder who builds from the world they inhabit, fashioning what is needed in the moment. Nine videos created in research are included as supplementary materials.