A Portrait of Possibility: Examining the Artist/Educator/Activist as an Alternative Model for Art Educators

Persistent Link:
http://hdl.handle.net/10150/193462
Title:
A Portrait of Possibility: Examining the Artist/Educator/Activist as an Alternative Model for Art Educators
Author:
Campana, Alina M.
Issue Date:
2008
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Some art educators working in communities exemplify an alternative to the more common and stereotypical notion of the artist as autonomous, self-focused, and neutral. They view art-making and education as vehicles for social justice, and in some cases for social and political activism. In these broader social functions, the boundaries between art, education and activism fade. Drawing on perspectives from community art education, sociology, art criticism, critical pedagogy, and social justice education, and based on in-depth interviews with participants, this study examines the motivations, perspectives, development, and experiences of five artist/educator/activists who work in community-based settings in Tucson, Arizona. Common characteristics, as well as questions and implications for further research, are presented and discussed.
Type:
text; Electronic Thesis
Keywords:
community art education; artist activist; arts and change; art; education; activism
Degree Name:
MA
Degree Level:
masters
Degree Program:
Art Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Garber, Elizabeth
Committee Chair:
Garber, Elizabeth

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleA Portrait of Possibility: Examining the Artist/Educator/Activist as an Alternative Model for Art Educatorsen_US
dc.creatorCampana, Alina M.en_US
dc.contributor.authorCampana, Alina M.en_US
dc.date.issued2008en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractSome art educators working in communities exemplify an alternative to the more common and stereotypical notion of the artist as autonomous, self-focused, and neutral. They view art-making and education as vehicles for social justice, and in some cases for social and political activism. In these broader social functions, the boundaries between art, education and activism fade. Drawing on perspectives from community art education, sociology, art criticism, critical pedagogy, and social justice education, and based on in-depth interviews with participants, this study examines the motivations, perspectives, development, and experiences of five artist/educator/activists who work in community-based settings in Tucson, Arizona. Common characteristics, as well as questions and implications for further research, are presented and discussed.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.subjectcommunity art educationen_US
dc.subjectartist activisten_US
dc.subjectarts and changeen_US
dc.subjectarten_US
dc.subjecteducationen_US
dc.subjectactivismen_US
thesis.degree.nameMAen_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineArt Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGarber, Elizabethen_US
dc.contributor.chairGarber, Elizabethen_US
dc.contributor.committeememberBeudert, Lynnen_US
dc.contributor.committeememberShin, Ryanen_US
dc.identifier.proquest2757en_US
dc.identifier.oclc659749791en_US
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