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Feminist Pedagogy, Action Research, and Social Media: TabloidArtHistory's Influence on Visual Culture Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Feminist Pedagogy, Action Research, and Social Media: TabloidArtHistory's Influence on Visual Culture Education./
Author:	Huffstetter, Olivia Claire.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	373 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
Subject:	Communication. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28889345
ISBN:	9798492755126

Feminist Pedagogy, Action Research, and Social Media: TabloidArtHistory's Influence on Visual Culture Education.
Huffstetter, Olivia Claire.

Feminist Pedagogy, Action Research, and Social Media: TabloidArtHistory's Influence on Visual Culture Education. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 373 p.

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ph.D.)--The Ohio State University, 2021.

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

Within the last 10 years, social media has become an increasingly prevalent component in the daily lives of students, including those in universities. Although many social media sites were developed and updated within this timeframe, including Facebook, Twitter, and Instagram, research on how the latter can be implemented as a pedagogical tool is minimal, appearing only relatively recently in comparison to that of others. More specifically, little research has been done to address the potential uses for Instagram within the field of art and visual culture education, including university courses. Therefore, the purpose of this study is to address how a curriculum model in a university visual culture education course can incorporate platforms associated with Instagram and the ways in which this impacts student engagement while also supporting pedagogical development. Coming from a formal art history background, my understanding of how one teaches and learns about art conformed to stereotypical views of education, such as taking notes with pen and paper and memorizing the information provided. Specifically, because I was discouraged from using technology in fine arts classes, I viewed it as being incompatible with this particular learning environment. However, upon entering the field of art education, it became clear to me that a sense of discomfort was present in the classroom when I employed policies that did not allow for the use of technology. Recognizing this disconnect, I sought to discover the ways in which an intentional application of personal technology use could be implemented into a visual culture curriculum to promote student engagement. As such, utilizing the theoretical frameworks of intersectional feminism, connectivism, and pragmatism, I employed the use of pedagogical action research to design and implement a new curriculum component for an art education course that focuses on visual culture's relationship to social justice and diversity. The Instagram account known as TabloidArtHistory served as my inspiration when redesigning components of the foundational course curriculum. Through a comparative approach, this account asks viewers to consider the relationship between traditional fine arts and broader contexts of popular visual culture. As such, I applied this comparative approach to the written assignments of the curriculum to get students thinking about social media's role in promoting social justice commentary through research and critical visual analysis. Over the course of two semesters, I also applied TabloidArtHistory's conceptual framework to my teaching. I recorded in-class observations, later analyzing them through a reflective journaling process to address my pedagogical practice. In addition, the redesigned student assignments also served as data sources, demonstrating how this social media tool allowed students to engage with not only visual analysis, but also applying a critical reflection of social diversity through writing. Findings from this research support the use of social media in the teaching and learning of visual culture and examine possibilities for future curriculum development.

ISBN: 9798492755126Subjects--Topical Terms:

524709
Communication.
Subjects--Index Terms:

Social media

Feminist Pedagogy, Action Research, and Social Media: TabloidArtHistory's Influence on Visual Culture Education.
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