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Art Education and Transformational Learning

dc.contributor.authorKing, Christina
dc.date.accessioned2017-10-17T20:51:07Z
dc.date.available2017-10-17T20:51:07Z
dc.date.issued2017-06-15
dc.identifier.urihttp://hdl.handle.net/1803/8454
dc.descriptionTeaching and Learning Department capstone projecten_US
dc.description.abstractThis paper presents qualities of art education experiences that lead to transformational learning and renewed civic engagement in communities. Using critical place-based pedagogy and elements of oral history practices, arts educators can situate art-making at the nexus of learning about self and learning about community. Since art education takes on the development of self identity and broader connection- and meaning-making as some of its multiple purposes, the learning environment is ripe for raising critical consciousness and fostering authentic learning. Two cases that exemplify the use of a critical place-based framework and oral history methods are presented, along with analysis that includes the importance of dialogue and authentic community engagement as precursors to the success of socially engaged art education. Lastly, constructionism is drawn on as a theory of learning that informs art education as well as the method of using portfolios as a form of assessmenten_US
dc.language.isoen_USen_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectart educationen_US
dc.subjecttransformational learningen_US
dc.subjectcivic engagementen_US
dc.subject.lcshArt -- Study and teaching -- Philosophyen_US
dc.titleArt Education and Transformational Learningen_US
dc.typeCapstoneen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US


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