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Self-portrait drawing explorations i...

Smith-Cripps, Jeanne.

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Self-portrait drawing explorations in identity: Selected case studies of adolescent artists.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Self-portrait drawing explorations in identity: Selected case studies of adolescent artists./
作者:	Smith-Cripps, Jeanne.
面頁冊數:	245 p.
附註:	Adviser: Judith M. Burton.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269113
ISBN:	9780549082316

Self-portrait drawing explorations in identity: Selected case studies of adolescent artists.
Smith-Cripps, Jeanne.

Self-portrait drawing explorations in identity: Selected case studies of adolescent artists. - 245 p.

Adviser: Judith M. Burton.

Thesis (Ed.D.)--Teachers College, Columbia University, 2007.

The dissertation investigated the relationship between the creation of/reflection on adolescent self-portraiture and identity formation. Its study focused on these main research questions: Given that identity formation is the goal of adolescent development, in what way does drawing self-portraits play into or mirror this process? Specifically: Within a curriculum designed to explore the representation of self, how do adolescents aged 15-18 interpret the task of creating a self portrait? (a) What artistic conventions do they call upon? (b) How do they judge the meaning and success of their work? (c) How do the teacher, curriculum, and classroom influence students' self-representations?

ISBN: 9780549082316Subjects--Topical Terms:

1018432
Education, Art.

Self-portrait drawing explorations in identity: Selected case studies of adolescent artists.
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245 1 0 $a Self-portrait drawing explorations in identity: Selected case studies of adolescent artists.
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520 $a The dissertation investigated the relationship between the creation of/reflection on adolescent self-portraiture and identity formation. Its study focused on these main research questions: Given that identity formation is the goal of adolescent development, in what way does drawing self-portraits play into or mirror this process? Specifically: Within a curriculum designed to explore the representation of self, how do adolescents aged 15-18 interpret the task of creating a self portrait? (a) What artistic conventions do they call upon? (b) How do they judge the meaning and success of their work? (c) How do the teacher, curriculum, and classroom influence students' self-representations?
520 $a A qualitative case study method was used to examine the research questions through the study of 14 adolescent art students (aged 15-18) enrolled in a high school intermediate-level drawing class. A drawing unit on self-portraiture was designed for students in the Drawing II class and implemented over a nine-week period. The research questions were investigated by means of a series of self-portrait drawings used as a methodological technique of visual data analysis and as image-elicitation protocol in interviews. This design focused on gaining insight into adolescent experience as expressed in self-portrait drawings and written or oral reflections.
520 $a Through examination of the body of artwork produced by each student, journal/sketchbooks, videotaped and audiotaped teacher and student interviews, classroom observations, and field notes, and through description and analysis of the image- and text-based data, the study identified ways in which students worked through issues of identity as they created the series of self-portraits. This evolutionary process of self-representation and self-examination was presented in six case studies.
520 $a Findings indicate that as the six case study subjects progressed through the research study, the series of self-portraits reflected their interests in a naturalistic self-resemblance, graphic expression of subjective feelings, and the representation of personal experience through symbols and metaphor. The study suggests that the sequence of self-observations and self-representations led to multiple and varied renditions of selves, and the meanings made from the process of creating and reflecting on the body of work brought about new insights and self-awareness.
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