東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Art Integration: Exploring a Transdi...

Kiser, Kathleen A.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Art Integration: Exploring a Transdisciplinary Practice in Rural Art Education./
Author:	Kiser, Kathleen A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	262 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-02, Section: A.
Contained By:	Dissertations Abstracts International80-02A.
Subject:	Art education. -
Online resource:	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.
LDR:03783nmm a2200361 4500 001 2270505
005 20200930060327.5
008 220629s2018 ||||||||||||||||| ||eng d
020 $a 9780438135192
035 $a (MiAaPQ)AAI10903694
035 $a AAI10903694
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kiser, Kathleen A. $3 3547875
245 1 0 $a Art Integration: Exploring a Transdisciplinary Practice in Rural Art Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 262 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2018.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a 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.
590 $a School code: 0176.
650 4 $a Art education. $3 547650
653 $a Art education
653 $a Art integration
653 $a Place-based
653 $a Rural education
653 $a Transdisciplinary
690 $a 0273
710 2 $a The Pennsylvania State University. $b Art Education. $3 2093405
773 0 $t Dissertations Abstracts International $g 80-02A.
790 $a 0176
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10903694