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A Pedagogy of Constraints: How Self-Imposed Limitations Influence Art-Making and Teaching.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Pedagogy of Constraints: How Self-Imposed Limitations Influence Art-Making and Teaching./
Author:	Powell, Emmalee Glauser.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	102 p.
Notes:	Source: Masters Abstracts International, Volume: 82-01.
Contained By:	Masters Abstracts International82-01.
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28102982
ISBN:	9798662475595

A Pedagogy of Constraints: How Self-Imposed Limitations Influence Art-Making and Teaching.
Powell, Emmalee Glauser.

A Pedagogy of Constraints: How Self-Imposed Limitations Influence Art-Making and Teaching. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 102 p.

Source: Masters Abstracts International, Volume: 82-01.

Thesis (M.A.)--Brigham Young University, 2020.

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

This study explores how self-imposed limitations affect anxieties about art-making and the art-making process. As a teacher, I was interested in how limitations affected student art-making. I used arts-based research methodology to explore spiritual and personal quandaries in my own life through the process of art-making. A consistent thread throughout this investigation was using the process of making art as a way to gain understanding about my own life and teaching. I was also able to create a culture of vulnerability and honesty in my classroom and help my students embrace themselves and their physical, emotional, and situational limitations through the art-making process.

ISBN: 9798662475595Subjects--Topical Terms:

547650
Art education.

A Pedagogy of Constraints: How Self-Imposed Limitations Influence Art-Making and Teaching.
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500 $a Advisor: Graham, Mark.
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506 $a This item must not be sold to any third party vendors.
520 $a This study explores how self-imposed limitations affect anxieties about art-making and the art-making process. As a teacher, I was interested in how limitations affected student art-making. I used arts-based research methodology to explore spiritual and personal quandaries in my own life through the process of art-making. A consistent thread throughout this investigation was using the process of making art as a way to gain understanding about my own life and teaching. I was also able to create a culture of vulnerability and honesty in my classroom and help my students embrace themselves and their physical, emotional, and situational limitations through the art-making process.
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