In this study, I illustrate an arts-based service-learning curriculum that utilizes an asset-based, student-centered, critical pedagogy. It is written for use with high school students in a classroom environment, but could be adapted for use with any age group or setting. It utilizes current service-learning research and practices, and community based art education models and adapts them into a practical and concrete curriculum. I use case study and ethnographic methodologies to examine what a community-based art and literacy organization (VOICES), a community-based artist (Lily Yeh and the Barefoot Artists organization), and a service-learning magnet high school can teach about implementing a service-learning program. Through a series of project-based lessons, group activities, and research, students will determine a community organization to partner with in the creation of a collaborative artwork. Youth and community voice are given utmost importance throughout the process to create relevant, reciprocal, authentic partnerships and a cumulative project.
|Commitee:||Beudert, Lynn, Shin, Ryan|
|School:||The University of Arizona|
|School Location:||United States -- Arizona|
|Source:||MAI 49/03M, Masters Abstracts International|
|Subjects:||Art education, School administration, Curriculum development|
|Keywords:||Arts-based, Community based art, Curriculum, Project based, Service-learning, Youth development|
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