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Learning together: Exploring the edu...

Ehrlich, Cheri Eileen.

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Learning together: Exploring the educational potential of a co-educational program on feminist art at the Brooklyn museum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning together: Exploring the educational potential of a co-educational program on feminist art at the Brooklyn museum./
作者:	Ehrlich, Cheri Eileen.
面頁冊數:	328 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
Contained By:	Dissertation Abstracts International77-03A(E).
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3732564
ISBN:	9781339204437

Learning together: Exploring the educational potential of a co-educational program on feminist art at the Brooklyn museum.
Ehrlich, Cheri Eileen.

Learning together: Exploring the educational potential of a co-educational program on feminist art at the Brooklyn museum. - 328 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2015.

This qualitative case study sheds light on the educational possibilities of an afterschool program in which a co-educational, diverse group of adolescents responded to feminist artworks at the Brooklyn Museum. The program was facilitated through critical pedagogies. Participants met in single gender groups for the first three sessions before coming together as one co-educational group in the remaining seven sessions.

ISBN: 9781339204437Subjects--Topical Terms:

547650
Art education.

Learning together: Exploring the educational potential of a co-educational program on feminist art at the Brooklyn museum.
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245 1 0 $a Learning together: Exploring the educational potential of a co-educational program on feminist art at the Brooklyn museum.
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500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: A.
500 $a Adviser: Olga Hubard.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2015.
520 $a This qualitative case study sheds light on the educational possibilities of an afterschool program in which a co-educational, diverse group of adolescents responded to feminist artworks at the Brooklyn Museum. The program was facilitated through critical pedagogies. Participants met in single gender groups for the first three sessions before coming together as one co-educational group in the remaining seven sessions.
520 $a Data were collected from students' peer interviews, written reflections and digital recordings of group conversations. Two conversations that took place in the co-educational group captured participants' enthusiasm and engagement with artworks and each other. These two conversations were identified as critical incidents. One was in response to Judy Chicago's The Dinner Party, and the other in response to Mickalene Thomas' A Little Taste Outside of Love. Both conversations were analyzed to identify (a) the educational promise of the program, and (b) the opportunities for strengthening the program.
520 $a In their dialogues about artworks, participants discussed topics suggested by the works that related to feminism and feminist art. In so doing, they also drew upon and considered their own life experiences. Findings suggest the program enabled participants to explore topics of empowerment, power relations, gender (in)equalities, double standards, and gender and race in the context of relationships (romantic, sexual, friendship, and family) from various perspectives. The program helped participants realize that, unlike what they had expected, not all members of the same gender think similarly. Discussions about and around feminist artworks helped participants to confront assumptions or misconceptions about gender and race, and to voice emergent values around these topics. Participants also recognized that their own opinions shifted and changed as they engaged with others.
520 $a It is speculated that the successes of the program were based on the particular museum setting, the diversity of participants of different genders and backgrounds, exposure to feminist artworks selected to match adolescents' interests, guidelines that fostered mutual respect, and the variety of activities implemented to engage participants with artworks and each other, including digital technology. To strengthen future programs, such as the one studied, the dissertation suggests particular activities and teaching methods not adopted in this case. The researcher also argues for the incorporation of topics, including healthy masculinities, sexual orientation and racial literacy in programs on feminist art for adolescents.
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