Applications of postmodern pedagogy in a high school art class: A qualitative action research study

Persistent Link:
http://hdl.handle.net/10150/278779
Title:
Applications of postmodern pedagogy in a high school art class: A qualitative action research study
Author:
Ishibashi, Midori
Issue Date:
2001
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:
This qualitative study analyzed the use of postmodern pedagogy in a first-year art teacher's classroom. The unit studied was a printmaking and bookmaking lesson that emphasized collaboration, student empowerment, and art as a form of communication. The three primary postmodern goals were: to instill in students a desire for empowerment; to spark a desire to change stereotypes and misconceptions of teenagers through personal narratives; to counter the perception of artists as solitary geniuses through collaboration. For my personal goals as a teacher, I hoped to create a safe and authentic learning environment through the implementation of postmodern strategies. The study was successful in reaching all but two of its goals. Students' weakest areas were using art as a form of communication and dispelling stereotypes. In all other aspects however, the results of the study indicate that students and teacher alike responded positively to the postmodern elements of the lesson.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Art.; Education, Secondary.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Fine Arts
Degree Grantor:
University of Arizona
Advisor:
Garber, Elizabeth

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleApplications of postmodern pedagogy in a high school art class: A qualitative action research studyen_US
dc.creatorIshibashi, Midorien_US
dc.contributor.authorIshibashi, Midorien_US
dc.date.issued2001en_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.abstractThis qualitative study analyzed the use of postmodern pedagogy in a first-year art teacher's classroom. The unit studied was a printmaking and bookmaking lesson that emphasized collaboration, student empowerment, and art as a form of communication. The three primary postmodern goals were: to instill in students a desire for empowerment; to spark a desire to change stereotypes and misconceptions of teenagers through personal narratives; to counter the perception of artists as solitary geniuses through collaboration. For my personal goals as a teacher, I hoped to create a safe and authentic learning environment through the implementation of postmodern strategies. The study was successful in reaching all but two of its goals. Students' weakest areas were using art as a form of communication and dispelling stereotypes. In all other aspects however, the results of the study indicate that students and teacher alike responded positively to the postmodern elements of the lesson.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Art.en_US
dc.subjectEducation, Secondary.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineFine Artsen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGarber, Elizabethen_US
dc.identifier.proquest1407831en_US
dc.identifier.bibrecord.b42562582en_US
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