The topic of this study examines how the art classroom can be a site to facilitate agency amongst high school students. The research questions for this study are: (a) How will implementing a unit of instruction based in youth participatory action research (YPAR), critical pedagogy, visual culture, and art activism facilitate a change in students’ attitudes towards their own agency to impact change? (b) How will implementing a unit of instruction based in youth participatory action research (YPAR), critical pedagogy, visual culture, and art activism promote agency within students to think of art as a tool to affect change within their communities? This study uses critical pedagogy to situate students’ concerns and lived experiences as a starting point. Through a visual culture arts education (VCAE) approach, I developed a discussion about students’ ability to critically examine how their visual experience produces belief systems that perpetuate social inequities. Lastly, this research utilizes Socially Engaged Art (SEA) to theorize art’s ability to build awareness and propose solutions to social concerns. I conducted this study as a Youth Based Participatory Action Research (YPAR) project in which students are active participants within the research, design, and implementation of the study.
|Commitee:||Gatlin, Laurie, Marshal, Julia|
|School:||California State University, Long Beach|
|Department:||Art, School of|
|School Location:||United States -- California|
|Source:||MAI 57/01M(E), Masters Abstracts International|
|Subjects:||Art education, Pedagogy, Curriculum development|
|Keywords:||Art education, Critical pedagogy, Socially engaged art, Visual arts educaiton, Youth participatory action research|
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