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Engaged Curriculum in Art Education : = A Case Study Addressing Border Monuments = Curriculo comprometido en educacion artistica : un caso practico abordando monumentos fronterizos.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Engaged Curriculum in Art Education :/
其他題名:	A Case Study Addressing Border Monuments = Curriculo comprometido en educacion artistica : un caso practico abordando monumentos fronterizos.
其他題名:	Curriculo comprometido en educacion artistica :
作者:	Tegarden, Andrew.
面頁冊數:	1 online resource (450 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29321856click for full text (PQDT)
ISBN:	9798841796213

Engaged Curriculum in Art Education : = A Case Study Addressing Border Monuments = Curriculo comprometido en educacion artistica : un caso practico abordando monumentos fronterizos.
Tegarden, Andrew.

Engaged Curriculum in Art Education :A Case Study Addressing Border Monuments = Curriculo comprometido en educacion artistica : un caso practico abordando monumentos fronterizos.Curriculo comprometido en educacion artistica :un caso practico abordando monumentos fronterizos. - 1 online resource (450 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2022.

Includes bibliographical references

This research engages with public issues converging at border monuments. I view border monuments as a public curriculum, which prompts me to explore notions of curriculum work and engagement in art education, particularly socially engaged art education. This leads to my inquiry about (1) what engaged educational experiences reveal about curriculum; (2) how engaged arts can operate as curriculum work; and (3) how participant responses inform the design of socially engaged art education curriculum. The research is applicable in art classrooms and museums, as well as cultural work, public art management, and public policy. The research was conducted with an elementary after-school program, two undergraduate art education classes, and a visitor study at a monument site. All of these sites are in a city of the American Southwest in close proximity to the U.S.-Mexico border. I use narrative inquiry in the research for its descriptive power and its ways of exploring experiences tied to actions, empowerment, and meaning making while respecting participants' voices. Three sets of findings stand out: One is about art curriculum theory and relates to issues of appropriateness, the curriculum of borderity, and seeing curriculum as an initiation. Another is about educational engagement and shows how participant responses involve integration of subjectivities and ricochets to related topics. Directionality of engagement is also shown to be an important factor. The third set of findings is about socially engaged art education, how it can benefit from theories on engaged curriculum and a curriculum for solidarity, strategies like exhibition and kinds of preparation, and the establishment of engagement policies.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841796213Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

CurriculumIndex Terms--Genre/Form:

542853
Electronic books.

Engaged Curriculum in Art Education : = A Case Study Addressing Border Monuments = Curriculo comprometido en educacion artistica : un caso practico abordando monumentos fronterizos.
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520 $a This research engages with public issues converging at border monuments. I view border monuments as a public curriculum, which prompts me to explore notions of curriculum work and engagement in art education, particularly socially engaged art education. This leads to my inquiry about (1) what engaged educational experiences reveal about curriculum; (2) how engaged arts can operate as curriculum work; and (3) how participant responses inform the design of socially engaged art education curriculum. The research is applicable in art classrooms and museums, as well as cultural work, public art management, and public policy. The research was conducted with an elementary after-school program, two undergraduate art education classes, and a visitor study at a monument site. All of these sites are in a city of the American Southwest in close proximity to the U.S.-Mexico border. I use narrative inquiry in the research for its descriptive power and its ways of exploring experiences tied to actions, empowerment, and meaning making while respecting participants' voices. Three sets of findings stand out: One is about art curriculum theory and relates to issues of appropriateness, the curriculum of borderity, and seeing curriculum as an initiation. Another is about educational engagement and shows how participant responses involve integration of subjectivities and ricochets to related topics. Directionality of engagement is also shown to be an important factor. The third set of findings is about socially engaged art education, how it can benefit from theories on engaged curriculum and a curriculum for solidarity, strategies like exhibition and kinds of preparation, and the establishment of engagement policies.
520 $a Esta investigacion aborda problemas publicos que convergen en los monumentos fronterizos. Veo los monumentos fronterizos como un curriculo publico, lo que me impulsa a explorar nociones del trabajo curricular y el compromiso en la educacion artistica, particularmente en educacion artistica socialmente comprometida (socially engaged art education). Esto me lleva a mi investigacio sobre (1) que revelan las experiencias educativas comprometidas sobre el curriculo; (2) como las artes comprometidas pueden operarse como trabajo curricular; y (3) como las respuestas de los participantes informan el diseno de la educacion artistica socialmente comprometida. La investigacion es aplicable en las clases artes, los museos, asi como en el trabajo cultural, la direccion publica del arte y las politicas publicas.La investigacion se llevo a cabo con un programa despues de la escuela (after-school program) de escuela primaria, dos clases de educacion artistica de pregrado y visitantes en un sitio escultura al aire libre. Todos estos sitios se encuentran en una ciudad del suroeste de Los Estados Unidos cerca de la frontera entre Los Estados Unidos y Mexico. Utilizo la investigacion narrativa (narrative inquiry) por su poder descriptivo y sus formas de explorar la construccion de significado, el empoderamiento y las experiencias vinculadas a las acciones, respetando al mismo tiempo las voces de los participantes.La investigacion tiene tres resultados principales: Uno es sobre la teoria del curriculo de arte, particularmente lo que es un contenido educativo apropriado, una teoria del curriculo de la fronteridad (borderity-experiencias de las fronteras en la vida cotidiana) y ver el curriculo como una iniciacion. Un otro resultado es sobre la educacion comprometida y muestra como las respuestas de los participantes implican la integracion de subjetividades y como el compromiso rebota a temas relacionados. La direccionalidad del compromiso, internamente a propia identidad o externamente a problemas mundanos, tambien es un factor importante. El tercer resultado es sobre la educacion artistica socialmente comprometida y como puede beneficiarse de teorias sobre un curriculo comprometido y un curriculo de la solidaridad. La educacion artistica socialmente comprometida se beneficiaria de estrategias, por ejemplo la exhibicion, las formas especiales de preparacion educativo y el establecimiento de politicas del compromiso.
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