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Working toward engagement: Negotiati...

Pennisi, Alice Carla.

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Working toward engagement: Negotiating an art curriculum with an art teacher and his eighth grade class.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Working toward engagement: Negotiating an art curriculum with an art teacher and his eighth grade class./
作者:	Pennisi, Alice Carla.
面頁冊數:	412 p.
附註:	Adviser: Graeme Sullivan.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3225187
ISBN:	9780542792939

Working toward engagement: Negotiating an art curriculum with an art teacher and his eighth grade class.
Pennisi, Alice Carla.

Working toward engagement: Negotiating an art curriculum with an art teacher and his eighth grade class. - 412 p.

Adviser: Graeme Sullivan.

Thesis (Ed.D.)--Teachers College, Columbia University, 2005.

Adolescent disengagement in the secondary art classroom is a central educational concern. Among its causes are students' perceptions that there is little room for their input in classroom practices and a lack of relevance of curricular content to their personal lives. This study aimed to address these perceptions by providing an environment where students collaborated in the creation of the structure and content of their art class with their art teacher, and an art educator-researcher through a process of negotiation. This research was designed to investigate what impact this would have on increasing students' engagement in their art class, the art making process, and art in their world. The impact of this experience on the teachers' classroom practices and educational views was also analyzed.

ISBN: 9780542792939Subjects--Topical Terms:

1018432
Education, Art.

Working toward engagement: Negotiating an art curriculum with an art teacher and his eighth grade class.
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245 1 0 $a Working toward engagement: Negotiating an art curriculum with an art teacher and his eighth grade class.
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520 $a Adolescent disengagement in the secondary art classroom is a central educational concern. Among its causes are students' perceptions that there is little room for their input in classroom practices and a lack of relevance of curricular content to their personal lives. This study aimed to address these perceptions by providing an environment where students collaborated in the creation of the structure and content of their art class with their art teacher, and an art educator-researcher through a process of negotiation. This research was designed to investigate what impact this would have on increasing students' engagement in their art class, the art making process, and art in their world. The impact of this experience on the teachers' classroom practices and educational views was also analyzed.
520 $a This study utilized a participatory action research model; data collection and analysis also included the use of narrative inquiry. Collected data took many forms: audio-taped classes, interviews, and pedagogical talks, students' artworks and writing, curricular documents, and visual culture items used as art making resources. The study took place in a K-12 public school for an entire school year, involving the school's art teacher, his eighth grade class of 24 students, and the researcher as mentor teacher. Specific attention was placed on three perceived "engaged" students and three perceived "disengaged" students. Analysis of data focused on four main themes: classroom interactions and dynamics, students' art making, aids to negotiation, and participants' philosophical frameworks.
520 $a Over the year students made artwork central to their individual interests, and skills were taught, when requested, in support of students' art ideas. Purpose and meaning making became a necessary aspect of their work, as well as the means for their engagement with the art making process and art in the world. The teachers became facilitators of students' work, focusing on elevating student perspectives. Teacher talk became decentralized, and planning was in response to students' needs. Findings included the necessity of proceeding from a teacher-student shared concept of art, and that teachers needed to expand their idea of what constituted "students working in art class."
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