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The dreaming art studio: Exploring c...

Huxhold, Dianna Marie.

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The dreaming art studio: Exploring collaborative art making with and among elementary-age children.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The dreaming art studio: Exploring collaborative art making with and among elementary-age children./
Author:	Huxhold, Dianna Marie.
Description:	223 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10129680
ISBN:	9781339875712

The dreaming art studio: Exploring collaborative art making with and among elementary-age children.
Huxhold, Dianna Marie.

The dreaming art studio: Exploring collaborative art making with and among elementary-age children. - 223 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2016.

At its core, this dissertation project explores the nature, potential, and limitations of collaborative and egalitarian relationships and studio production, both within child-to-child and child-to-adult groupings, in art education. This study fundamentally challenges the traditional, hierarchical relationships often found between children and adults in educational settings. It seeks an understanding of the complex realities of a collaborative art studio environment as it informs possibilities for educational relationships and practice, particularly student/teacher relationships and practice in art education. Using a qualitative case study design as well as arts based and arts-informed methods, it chronicles the experiences, perspectives, and artistic production of eight children and their teacher as they navigate a child-centered curriculum that culminated in a child-driven art exhibition. This project took place over a twelve-week timeframe in a Saturday morning art class that the children named The Dreaming Art Studio. Ultimately, it is a case that highlights children's capacities for making curricular and exhibition decisions when they are empowered and intrinsically motived to do so. And, in so doing, it reveals what is missing in art education classrooms that maintain a taken-for-granted hierarchy between children and adults. It draws on theoretical perspectives and bodies of literature regarding child competency, pedagogies of relationship and listening, as well as artistic processes, thinking, and behavior. The findings address themes that pivot around a collaborative art studio environment, roles of children and adults in teaching and curriculum development, and child-driven art exhibitions. They raise questions about the necessity in much contemporary educational discourse to privilege adult voice and control, the rights of children to have a say in matters that directly concern them, and the emancipatory potential present within art education to rethink student and teacher roles in educational practice and research.

ISBN: 9781339875712Subjects--Topical Terms:

547650
Art education.

The dreaming art studio: Exploring collaborative art making with and among elementary-age children.
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502 $a Thesis (Ph.D.)--Indiana University, 2016.
520 $a At its core, this dissertation project explores the nature, potential, and limitations of collaborative and egalitarian relationships and studio production, both within child-to-child and child-to-adult groupings, in art education. This study fundamentally challenges the traditional, hierarchical relationships often found between children and adults in educational settings. It seeks an understanding of the complex realities of a collaborative art studio environment as it informs possibilities for educational relationships and practice, particularly student/teacher relationships and practice in art education. Using a qualitative case study design as well as arts based and arts-informed methods, it chronicles the experiences, perspectives, and artistic production of eight children and their teacher as they navigate a child-centered curriculum that culminated in a child-driven art exhibition. This project took place over a twelve-week timeframe in a Saturday morning art class that the children named The Dreaming Art Studio. Ultimately, it is a case that highlights children's capacities for making curricular and exhibition decisions when they are empowered and intrinsically motived to do so. And, in so doing, it reveals what is missing in art education classrooms that maintain a taken-for-granted hierarchy between children and adults. It draws on theoretical perspectives and bodies of literature regarding child competency, pedagogies of relationship and listening, as well as artistic processes, thinking, and behavior. The findings address themes that pivot around a collaborative art studio environment, roles of children and adults in teaching and curriculum development, and child-driven art exhibitions. They raise questions about the necessity in much contemporary educational discourse to privilege adult voice and control, the rights of children to have a say in matters that directly concern them, and the emancipatory potential present within art education to rethink student and teacher roles in educational practice and research.
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