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Animated autoethnographies: Using st...

University of North Texas., Art Education.

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Animated autoethnographies: Using stop motion animation as a catalyst for self-acceptance in the art classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Animated autoethnographies: Using stop motion animation as a catalyst for self-acceptance in the art classroom./
Author:	Blair, Jeremy Michael.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	195 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10032217
ISBN:	9781339533933

Animated autoethnographies: Using stop motion animation as a catalyst for self-acceptance in the art classroom.
Blair, Jeremy Michael.

Animated autoethnographies: Using stop motion animation as a catalyst for self-acceptance in the art classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 195 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ph.D.)--University of North Texas, 2015.

As a doctoral student, I was asked to teach a course based on emerging technologies and postmodern methods of inquiry in the field of art education. The course was titled Issues and Applications of Technology in Art Education and I developed a method of inquiry called animated autoethnography for pre-service art educators while teaching this course. Through this dissertation, I describe, analyze, interrogate, value, contextualize, reflect on, and artistically react to the autoethnographic animated processes of five pre-service art educators who were enrolled in the course. I interviewed the five participants before and after the creation of their animated autoethnographies and incorporated actor-network theory within the theoretical analysis to study how the insights of my students' autoethnographies related to my own animations and life narratives. The study also examines animated autoethnography as a method of inquiry that may develop or enhance future teaching practices and encourage empathic connections through researching the self. These selected students created animations that accessed significant life moments, personal struggles, and triumphs, and they exhibited unique representations of self. Pre-service art educators can use self-research to create narrative-based short animations and also use socio-emotional learning to encourage the development of empathy within the classroom. I show diverse student examples, compare them to my own animations, and present a new model of inquiry that encourages the development of self by finding place in chaos, loving the unknown, embracing uncertainty, and turning shame into a celebration of life.

ISBN: 9781339533933Subjects--Topical Terms:

547650
Art education.

Animated autoethnographies: Using stop motion animation as a catalyst for self-acceptance in the art classroom.
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