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Artistic Identity and Space: The Journey of a Group of Graduates from an Arts High School.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Artistic Identity and Space: The Journey of a Group of Graduates from an Arts High School./
Author:	Ahn, Ju-Hye.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	266 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28148442
ISBN:	9798698549970

Artistic Identity and Space: The Journey of a Group of Graduates from an Arts High School.
Ahn, Ju-Hye.

Artistic Identity and Space: The Journey of a Group of Graduates from an Arts High School. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 266 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2020.

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

While there is an abundance of information about how the arts are used to express and explore identity among at-risk or underprivileged youth, the relationship between school contexts and artistic identity is not well documented. This study aims to address this gap by investigating how artistic identity is shaped through the experiences students encounter in school settings. This narrative research examines the ways in which the notion of artist is conceptualized and explores how artistic identity is constructed in the discourse of participants. Through in-depth, semi-structured interviews, I explored the perception of the schooling experiences of 24 graduates from one arts high school in Toronto to better understand how these graduates, with the distance of time, perceive this experience in the context of their lives. The descriptive accounts provided in the graduates' narratives unearthed the artistic identities that emerged from their early childhood experiences, in addition to revealing a sense of belonging they fostered at school that helped to shape their artistic identity. A major finding of this research is the process by which participants began to understand themselves as artists in relation to others, and within the social milieu of the arts high school. The research findings showed that the school shaped and reinforced the very concept of what it means to be an artist. Understanding the various paths that students take after graduation will shed light on the role of the arts in schools, and provide further understandings of the drives and motivations of the graduates who choose a career in art (or not) and how these factors challenge preconceived notions about what it means to be an artist.

ISBN: 9798698549970Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Art education

Artistic Identity and Space: The Journey of a Group of Graduates from an Arts High School.
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300 $a 266 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Gerin-Lajoie, Diane.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2020.
506 $a This item must not be sold to any third party vendors.
520 $a While there is an abundance of information about how the arts are used to express and explore identity among at-risk or underprivileged youth, the relationship between school contexts and artistic identity is not well documented. This study aims to address this gap by investigating how artistic identity is shaped through the experiences students encounter in school settings. This narrative research examines the ways in which the notion of artist is conceptualized and explores how artistic identity is constructed in the discourse of participants. Through in-depth, semi-structured interviews, I explored the perception of the schooling experiences of 24 graduates from one arts high school in Toronto to better understand how these graduates, with the distance of time, perceive this experience in the context of their lives. The descriptive accounts provided in the graduates' narratives unearthed the artistic identities that emerged from their early childhood experiences, in addition to revealing a sense of belonging they fostered at school that helped to shape their artistic identity. A major finding of this research is the process by which participants began to understand themselves as artists in relation to others, and within the social milieu of the arts high school. The research findings showed that the school shaped and reinforced the very concept of what it means to be an artist. Understanding the various paths that students take after graduation will shed light on the role of the arts in schools, and provide further understandings of the drives and motivations of the graduates who choose a career in art (or not) and how these factors challenge preconceived notions about what it means to be an artist.
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