The design and visual content of art classrooms is influenced by cultural habits, instructional needs, and fiscal possibilities. Throughout the history of art education the physical space and environment of the classroom has been of significant interest to both scholars and practitioners. However, the meanings signified through the narrative culture of art education environments are under-researched. This study interrogates the narratives emerging from the material culture of high school art environments as described by Illinois National Board Certified art educators. In seeking to interrogate images/texts and understand how meaning is made in different social contexts, the methodology was constructed from ethnographic and multiple case study techniques. This study uses interviews, observations of classroom spaces, and analysis of classroom photographs to describe and interrogate the narratives emerging from high school art classrooms. The results of this inquiry pose significant questions for art educators to examine how ideas, beliefs, and expectations are manifested through the material culture of their classrooms. This study also offers descriptors that can be used by art teachers in negotiating the art education and institutional histories that influence the material culture in their classrooms. In doing so, this inquiry has the potential to inform practice in art teacher education, as well as to pose important questions regarding the classrooms of in-service teachers.
|Advisor:||Smith-Shank, Deborah L.|
|Commitee:||Staikidis, Kryssi, Wilkins, Elizabeth|
|School:||Northern Illinois University|
|School Location:||United States -- Illinois|
|Source:||DAI-A 71/10, Dissertation Abstracts International|
|Keywords:||Art classrooms, Art education, High school art environments, Material culture, Narrative inquiry, Visual culture|
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