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A Narrative Inquiry: North Carolina Veteran Art Teachers' Perspectives on Resources and Addressing Race in the Public Secondary Art Classroom.

机译：叙事探究：北卡罗莱纳州资深艺术老师对公共中学艺术教室中资源和解决种族问题的看法。

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摘要

This dissertation is a narrative inquiry of secondary art teachers in North Carolina, which examines how they address race in lessons they create and how secondary students may be subjected to images provided by public arts agencies that are reflective of social and cultural injustices as theorized by Critical Race Theory. Communicating through images, symbols, and likenesses creates a visual language specific to art classrooms, which becomes a substantial vehicle for racist ideals such as Black men as Sambos (Clarke, 2002), Black women as hyper-sexed objects (Gilman, 2002), and Black artists as primitive, naive, and unskilled folk artists. The following research questions were explored: What are the perspectives of secondary teachers in North Carolina as it relates to addressing race and identity in their classrooms? How do North Carolina secondary art teachers develop lessons when referencing or visiting public art collections?;Qualitative data collected from interviews of ten secondary art teachers in North Carolina allowed for an in depth examination of secondary art teachers' pedagogy and curriculum development. Teachers' narratives revealed their decision-making processes when selecting museum exhibits to view and images to use as reference in their classrooms, and it was discovered that teacher support, class size, teacher and student interests, and connections to other subject areas played considerable roles in lesson plan development and selection of museum and gallery exhibits to visit.;Findings included common themes shared by the participants in this narrative study, which included participants' desire to be effective educators while ensuring student success, using art as a means of communication and expression, the use of technology as a virtual museum and research tool in middle and high school art, and limited resource availability for the purpose of acquiring classroom materials. The study reinforces the importance art holds in education and clarifies the need for more meaningful connections to individual student accounts and in the secondary art classroom through the use of counter-storytelling.
机译：这篇论文是对北卡罗来纳州中学艺术老师的叙述性探究，它研究了他们如何在所创造的课程中解决种族问题，以及中学学生如何受到公共艺术机构提供的图像的反映，这些图像反映了批评家理论的社会和文化不公。种族理论。通过图像，符号和相似物进行交流可以创建特定于艺术教室的视觉语言，这成为种族主义理想的重要载体，例如黑人男子（Sambos）（克拉克，2002年），黑人妇女作为过性对象（Gilman，2002年），和黑人艺术家是原始，天真和不熟练的民间艺术家。探讨了以下研究问题：北卡罗莱纳州的中学教师对于解决教室中的种族和身份问题有什么看法？北卡罗莱纳州的中学艺术教师在参考或访问公共艺术收藏时如何学习课程？；从北卡罗来纳州的十名中学艺术教师的访谈中收集的定性数据可以对中学艺术教师的教学法和课程开发进行深入研究。教师的叙事揭示了他们在选择博物馆展品进行观看和使用图像作为教室参考时的决策过程，并且发现教师的支持，班级规模，教师和学生的兴趣以及与其他学科领域的联系起着重要作用。研究包括参加者在这个叙事研究中共享的共同主题，包括参加者希望成为有效的教育者，同时确保学生成功的愿望，使用艺术作为交流和交流的手段。表达，使用技术作为中学和中学艺术的虚拟博物馆和研究工具，以及用于获取教室资料的资源有限。这项研究强调了艺术在教育中的重要性，并阐明了通过使用反讲故事的方式，需要与个人学生账户和中学艺术课堂建立更有意义的联系。

著录项

  • 作者

    Smart, Vanessa Wall.;

  • 作者单位

    North Carolina State University.;

  • 授予单位 North Carolina State University.;
  • 学科 Education Policy.;Education Art.;Education Secondary.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 195 p.
  • 总页数 195
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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