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The Phenomenological Exploration of ...

Scotti Lantz, Irene.

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The Phenomenological Exploration of Student and Educator Experiences in Economics When Combined With the Expressive Arts.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Phenomenological Exploration of Student and Educator Experiences in Economics When Combined With the Expressive Arts./
Author:	Scotti Lantz, Irene.
Description:	331 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582982
ISBN:	9781321241198

The Phenomenological Exploration of Student and Educator Experiences in Economics When Combined With the Expressive Arts.
Scotti Lantz, Irene.

The Phenomenological Exploration of Student and Educator Experiences in Economics When Combined With the Expressive Arts. - 331 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ph.D.)--European Graduate School (Switzerland), 2014.

This item is not available from ProQuest Dissertations & Theses.

Although recent educational research is clear about the benefits that the aesthetic experience can provide for education, there is little research examining how the expressive arts when combined with the subject of economics in high school can affect both the learning and the teaching experience. This research explores the phenomenological nature of the learning and teaching experiences of a class of twenty-three high school students and their educator when the aesthetic experiences of the expressive arts are integrated in an economics class. The results of this study are based on the students' participating in arts-based learning and expressive arts therapy when learning the subject of economics. The primary data collection methods used to analyze the experiences of the students and the educator in this qualitative study were interviews and arts-based methodology. From these data and these analyses, five principal themes emerged out of the students' experiences: 1) development of growth and transformation; (2) enhancement of learning; (3) coping with stress; (4) connectedness; and (5) freedom to play. With regard to the educator's experience, four major themes emerged: (1) growth and transformation; (2) humanizing connections; (3) expressive arts and disorientation; and (4) healing and renewal. All participants reported that the expressive arts yielded positive effects in making both the learning and the teaching richer, deeper, and more holistic. The findings in this research suggest that aesthetic experiences, integrated into the academic subject of economics, can support and augment both the learning and the teaching. The outcome of this research makes a vibrant argument for the value of the aesthetic learning experience as vital to students' achievement and well-being. This study advances the dialogue regarding how the expressive arts and arts-based experiences have the ability to humanize traditional economics education by endorsing the aesthetic nature of the experience of learning and teaching.

ISBN: 9781321241198Subjects--Topical Terms:

547650
Art education.

The Phenomenological Exploration of Student and Educator Experiences in Economics When Combined With the Expressive Arts.
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245 1 4 $a The Phenomenological Exploration of Student and Educator Experiences in Economics When Combined With the Expressive Arts.
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500 $a Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
500 $a Adviser: Stephen K. Levine.
502 $a Thesis (Ph.D.)--European Graduate School (Switzerland), 2014.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a Although recent educational research is clear about the benefits that the aesthetic experience can provide for education, there is little research examining how the expressive arts when combined with the subject of economics in high school can affect both the learning and the teaching experience. This research explores the phenomenological nature of the learning and teaching experiences of a class of twenty-three high school students and their educator when the aesthetic experiences of the expressive arts are integrated in an economics class. The results of this study are based on the students' participating in arts-based learning and expressive arts therapy when learning the subject of economics. The primary data collection methods used to analyze the experiences of the students and the educator in this qualitative study were interviews and arts-based methodology. From these data and these analyses, five principal themes emerged out of the students' experiences: 1) development of growth and transformation; (2) enhancement of learning; (3) coping with stress; (4) connectedness; and (5) freedom to play. With regard to the educator's experience, four major themes emerged: (1) growth and transformation; (2) humanizing connections; (3) expressive arts and disorientation; and (4) healing and renewal. All participants reported that the expressive arts yielded positive effects in making both the learning and the teaching richer, deeper, and more holistic. The findings in this research suggest that aesthetic experiences, integrated into the academic subject of economics, can support and augment both the learning and the teaching. The outcome of this research makes a vibrant argument for the value of the aesthetic learning experience as vital to students' achievement and well-being. This study advances the dialogue regarding how the expressive arts and arts-based experiences have the ability to humanize traditional economics education by endorsing the aesthetic nature of the experience of learning and teaching.
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