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Educational theories and strategies ...

Di Marco, Paula Jean.

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Educational theories and strategies in a reflective practice case study on teaching computers in the visual arts.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Educational theories and strategies in a reflective practice case study on teaching computers in the visual arts./
作者:	Di Marco, Paula Jean.
面頁冊數:	302 p.
附註:	Adviser: Patricia L. Stuhr.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3049016
ISBN:	049363407X

Educational theories and strategies in a reflective practice case study on teaching computers in the visual arts.
Di Marco, Paula Jean.

Educational theories and strategies in a reflective practice case study on teaching computers in the visual arts. - 302 p.

Adviser: Patricia L. Stuhr.

Thesis (Ph.D.)--The Ohio State University, 2002.

This study is an examination of the use of a social reconstructive/emancipatory pedagogy in a computer-mediated art making college level course. My inquiry focused on my teaching practice and students' conceptualization and computer art making processes. The review of pertinent literature included social reconstruction and critical theories, empowering pedagogy, teaching practice, computers in art making and computers in the classroom issues.

ISBN: 049363407XSubjects--Topical Terms:

1018432
Education, Art.

Educational theories and strategies in a reflective practice case study on teaching computers in the visual arts.
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520 $a This study is an examination of the use of a social reconstructive/emancipatory pedagogy in a computer-mediated art making college level course. My inquiry focused on my teaching practice and students' conceptualization and computer art making processes. The review of pertinent literature included social reconstruction and critical theories, empowering pedagogy, teaching practice, computers in art making and computers in the classroom issues.
520 $a Students participated in an empowering pedagogical process of problem posing, reflection, and action within their writings and computer artworks. After choosing personally related issues, students wrote reflections and narratives about themselves and then produced still and kinetic computer imagery that illustrated these issues. The objective of an emancipatory pedagogy is that for students to have meaningful educational experiences while learning how their personal lives and issues connect with those of society and in this case, learn about computer mediated art as well.
520 $a Action research methods were used to inquire into students' art making processes and ideas as well as used to understand and improve my teaching practice. I presented the data and findings through narrative descriptions of students' writings, artworks, and my observations.
520 $a I concluded that the components of social reconstructive/emancipatory pedagogy were effective in allowing the students to produce substantial computer artworks by participating in process and reflective writing. Reflective writing became an important element in self-discovery. This process enabled students to produce powerful personal and social messages through their computer artwork. The reflective elements of teacher-as-researcher also helped me gain a more comprehensive view of my teaching. The process was an attempt to uncover the assumptions that underlie my teaching and to learn from the students how to make a positive learning community (Britzman,1991). I advocate that computer art educators use a personal and social perspective to facilitate learning. This perspective will enable them and their students to participate in their own learning in a relevant and meaningful way.
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