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Art Integration: Exploring a Transdi...

Kiser, Kathleen A.

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Art Integration: Exploring a Transdisciplinary Practice in Rural Art Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Art Integration: Exploring a Transdisciplinary Practice in Rural Art Education./
作者:	Kiser, Kathleen A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	262 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-02, Section: A.
Contained By:	Dissertations Abstracts International80-02A.
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10903694
ISBN:	9780438135192

Art Integration: Exploring a Transdisciplinary Practice in Rural Art Education.
Kiser, Kathleen A.

Art Integration: Exploring a Transdisciplinary Practice in Rural Art Education. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 262 p.

Source: Dissertations Abstracts International, Volume: 80-02, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2018.

This item must not be sold to any third party vendors.

The kindergarten through twelfth-grade curriculum often separates academic disciplines, student interests, and the local culture and geography. This division of information can discourage students from connecting overarching concepts to the relationship of lived experiences. Therefore, bridging these ideas together helps provide educational significance and personal meaning while encouraging learners to develop a sense of place. My dissertation explores how rural students make these connections through the research and artmaking process. In a semester-long ethnographically informed investigation, I collaborated with an art instructor to research within her high school class, Art Experiences. We used an art integrative place-based framework to guide our inquiry. To ground our research in a classroom setting, we modeled the curriculum after art educator and theorist Julia Marshall's (2014a) art integrative transdisciplinary approach-Art Research Integration (ARI). ARI positions students as artist-researchers who independently explore topics of interest through thematic investigation. This process encourages learners to connect overarching concepts with their lives outside of school. Following Marshall's model, students in our study embraced the artist-researcher role. To support lived experiences from a cultural and geographic perspective, we intertwined ARI with place-based inquiry. Its inclusion aimed to foster learners' curiosity about the surrounding rural area. Through investigation of an individualized locally-themed question, each student followed a unique research trail. Learners documented their research in sketchbooks which provided them a space to brainstorm ideas, create concept maps, and archive resources. Students drew sketches to express what they had learned from their exploration. Using their sketches as inspiration, students created works of art to complement their research findings. During my inquiry, I examined how students explored diverse academic subjects, their interests, and the local area using an art integrative place-based approach. I focused on explicating how and in what ways learners wove together academic disciplinary knowledge, how ARI facilitated a transdisciplinary process of learning, and the ways using a place-based rural perspective helped to understand learner decision making better. Answering these questions provided insight into the ways learners became artist-researchers, understood content interconnectivity, and linked lived experience with place to enhance personal meaning.

ISBN: 9780438135192Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Art education

Art Integration: Exploring a Transdisciplinary Practice in Rural Art Education.
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