This work centered on the Creating Creators Cinema Project (CCCP), a for-profit organization that works with K-12 school districts in California to integrate student filmmaking into core subjects. The qualitative case study documented the experiences of CCCP’s founders, the teaching artists who mentor filmmaking youth, and the students participating in year-long projects, providing a “thick description” of the creation, implementation, and impact of the program in a high school setting. The research addressed the dearth of arts programs in urban schools and their connection to representation in arts fields, particularly filmmaking. The study utilized three frameworks: Critical Pedagogy, Constructivism, and Situated Learning Theory to analyze data about pedagogical approaches and impact in the personal and professional lives of those involved in the project. Findings revealed participants in CCCP challenge traditional schooling practices and create a professional identity for students in the program. This study affirmed the importance of arts education in student lives and identifies how arts is a transformative vehicle for students and educators.
|Commitee:||Lenihan, Teresa, Molebash, Philip|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 81/4(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Art education|
|Keywords:||Arts education, Community partnerships, Constructivism, Critical pedagogy, Situated learning theory|
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