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The growing sense of self as artist ...

Kahn, Jane Hoellman.

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The growing sense of self as artist in the journey of six high school art students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The growing sense of self as artist in the journey of six high school art students./
作者:	Kahn, Jane Hoellman.
面頁冊數:	403 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-09(E), Section: A.
Contained By:	Dissertation Abstracts International73-09A(E).
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3508511
ISBN:	9781267342416

The growing sense of self as artist in the journey of six high school art students.
Kahn, Jane Hoellman.

The growing sense of self as artist in the journey of six high school art students. - 403 p.

Source: Dissertation Abstracts International, Volume: 73-09(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2012.

Most children have enthusiastically created artwork throughout primary school as well as in middle and high school, when art is offered as part of the curriculum at school. Besides the artwork that adolescents make in response to tasks assigned in studio art classes, drawings, copy art or doodles are also created outside of school. Both means of expressions provide insight into visual expressions that serves a range of developmental needs throughout childhood. During adolescence, needs that seek understanding and expressions are epigenetic, uniquely experiential and influenced by new cognitive capacities, emerging concurrently during the adolescent period with the overall development of identity. While adolescence is represented extensively in the literature as being a critical period for the formation of identity (Kegan, 1982; Erikson, 1994/1968; Kroger, 2007), the existence of literature documenting the emergence of an artistic identity is virtually non-existent.

ISBN: 9781267342416Subjects--Topical Terms:

1018432
Education, Art.

The growing sense of self as artist in the journey of six high school art students.
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500 $a Source: Dissertation Abstracts International, Volume: 73-09(E), Section: A.
500 $a Adviser: Judith M. Burton.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2012.
520 $a Most children have enthusiastically created artwork throughout primary school as well as in middle and high school, when art is offered as part of the curriculum at school. Besides the artwork that adolescents make in response to tasks assigned in studio art classes, drawings, copy art or doodles are also created outside of school. Both means of expressions provide insight into visual expressions that serves a range of developmental needs throughout childhood. During adolescence, needs that seek understanding and expressions are epigenetic, uniquely experiential and influenced by new cognitive capacities, emerging concurrently during the adolescent period with the overall development of identity. While adolescence is represented extensively in the literature as being a critical period for the formation of identity (Kegan, 1982; Erikson, 1994/1968; Kroger, 2007), the existence of literature documenting the emergence of an artistic identity is virtually non-existent.
520 $a Through assembled narratives, each of the six adolescents followed in this two year study are introduced. All the student participants were art majors at an arts magnet high school---followed from mid-ninth through mid-eleventh grade. This study asks whether the emergence of a uniquely artistic identity would become evident as part of the students' overall processes of identity formation during their adolescent period. The focus of this study is specific to the examination of a series of artworks, which formed the core of the data collection. These artworks were generated in response to task motivations drawn from the existing curriculum at the school. Additional types of data collected included researcher's filed notes, process reports, class critiques and conversations, as well as audiotaped scripted interviews with student participants and their parents. Data were analyzed through the portraiture method as a means of both understanding the complex and subtle details in context of each student participant, as well as in seeking common themes relational to universal characteristics that define an emerging artistic identity in general (Lawrence-Lightfoot & Hoffman Davis, 1997).
520 $a The context of the study was framed by the theoretical assumptions that if artistic identity could be shown it would emerge at the intersection of the converging streams and the components of artistry. Analysis of the data revealed a complex process wherein each of the student participants exhibited a unique set of behavior that suggested the potential dimensions of an artistic identity. Findings revealed that the art student participants in this study formed individual interpretations of their own emerging artistic identities, and of its role in each of their lives.
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