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This study documents affective learning during a community-based art museum education program for military and veteran-connected families, which included gallery teaching, art-making, and a final exhibition of participant artwork. A review of literature on public pedagogy, affective learning, museum education, and community-based art education provides the theoretical framework for the study. Narrative ethnography and participant observation were employed by the primary researcher-educator to gather a diverse array of data and construct a holistic narrative of the development of and participant experiences within the art museum program. Data collected includes field notes, personal communications (such as meeting notes and emails), interviews, open-ended survey questions, curriculum artifacts (such as lesson plans and worksheets), and artworks created by military family members. Analysis of the educator goals, participant expressions, and personal interactions informs the final discussion of how affective learning took place within one museum program and how attention to this domain of learning can enrich museum programs for diverse community members.

This thesis uses autoethnographic research of the Mexican American art community in Austin, Texas to demonstrate how edgewalkers, people to move between multiple cultural worlds yet retain their own identity, become informal art educators through the process of transculturation. The work describes this cyclical and on-going process that includes curiosity, knowledge gathering, and awareness of self and others and the summation of these elements, which leads to transculturation. For this research, four informal art educators practicing in Austin were interviewed. Each of the collaborators practices art in different media including visual art, curating of exhibitions, performance, and graphic design. The descriptions and analysis of the researcher’s experiences along with those of the informal art educators reveal a third landscape, or an alternative space and identity, where multiple cultural worlds overlap into bicultural, bilingual and/or biconceptual environments. This thesis demonstrates how informal art education, made possible through transcultural experiences, is an effective tool in art education and culturally responsive instruction. / text

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Made available in DSpace on 2016-04-25T20:22:53Z (GMT). No. of bitstreams: 1 Luiz Pereira de Souza.pdf: 1282700 bytes, checksum: 7227c4537be96e18ed0ec2fa4621d7d6 (MD5) Previous issue date: 2009-06-15 / Secretaria da Educação do Estado de São Paulo / The objective of this research paper is to reflect upon and comprehend the implications of the program Community based Art Education, which has been implanted in a technical assistance of the Meu Guri youth shelter, following the enactment of the Child and Adolescent Statute (Federal Law nº 8069 de 13/07/1990). As this is a new discipline for this kind of assistance, a bibliographical review, based mainly on studies of BARBOSA (1995, 1998, 1999), was done about teaching the history of Art education in formal studies. Phenomena of an interdisciplinary character, which were based on projects promoted by the shelter s assistance team, were also analyzed. The choice of a qualitative methodology sought to understand the perspectives of the participating subjects with regards to the everyday institutional life of the shelter. This way, the shelter s employees (both educators and technicians) were as much the protagonists in this process as the sheltered children and adolescents were. Thus, from our research we were able to come up with a panorama of the politico-pedagogical dynamic at the shelter, which makes evident the necessity for the promotion of new interdisciplinary assistance paradigms that prepare both the children and adolescents in this protective regimen for a more complex, equitable, and inclusive society / Esta pesquisa tem como objetivo refletir e compreender as implicações da Arte/Educação Comunitária inserida no atendimento técnico do abrigo infanto-juvenil Meu Guri após a promulgação do Estatuto da criança e adolescente. (Lei Federal n º 8069 de 13/07/1990). Como se trata de uma disciplina nova neste tipo de atendimento, realizou-se uma revisão bibliográfica baseada principalmente nos estudos de BARBOSA (1995, 1998, 1999) sobre a história da Arte/Educação no ensino formal. Também foram analisados os fenômenos de caráter interdisciplinar baseados nos projetos promovidos pela equipe de atendimento do abrigo. A escolha da metodologia qualitativa buscou compreender a perspectiva dos sujeitos participantes do cotidiano institucional do abrigo. Desta forma, tanto funcionários (educadores e técnicos) como as crianças e adolescentes abrigados foram protagonistas nesse processo. Assim, constatamos nessa pesquisa um panorama da dinâmica político-pedagógica do abrigo, evidenciando também a necessidade da promoção de novos paradigmas interdisciplinares de atendimento que preparem as crianças e adolescentes atendidas nesse tipo de regime de proteção para uma sociedade mais complexa, solidária e inclusiva

Made available in DSpace on 2016-04-26T14:57:46Z (GMT). No. of bitstreams: 1 Luiz Pereira de Souza.pdf: 1282700 bytes, checksum: 7227c4537be96e18ed0ec2fa4621d7d6 (MD5) Previous issue date: 2009-06-15 / Secretaria da Educação do Estado de São Paulo / The objective of this research paper is to reflect upon and comprehend the implications of the program Community based Art Education, which has been implanted in a technical assistance of the Meu Guri youth shelter, following the enactment of the Child and Adolescent Statute (Federal Law nº 8069 de 13/07/1990). As this is a new discipline for this kind of assistance, a bibliographical review, based mainly on studies of BARBOSA (1995, 1998, 1999), was done about teaching the history of Art education in formal studies. Phenomena of an interdisciplinary character, which were based on projects promoted by the shelter s assistance team, were also analyzed. The choice of a qualitative methodology sought to understand the perspectives of the participating subjects with regards to the everyday institutional life of the shelter. This way, the shelter s employees (both educators and technicians) were as much the protagonists in this process as the sheltered children and adolescents were. Thus, from our research we were able to come up with a panorama of the politico-pedagogical dynamic at the shelter, which makes evident the necessity for the promotion of new interdisciplinary assistance paradigms that prepare both the children and adolescents in this protective regimen for a more complex, equitable, and inclusive society / Esta pesquisa tem como objetivo refletir e compreender as implicações da Arte/Educação Comunitária inserida no atendimento técnico do abrigo infanto-juvenil Meu Guri após a promulgação do Estatuto da criança e adolescente. (Lei Federal n º 8069 de 13/07/1990). Como se trata de uma disciplina nova neste tipo de atendimento, realizou-se uma revisão bibliográfica baseada principalmente nos estudos de BARBOSA (1995, 1998, 1999) sobre a história da Arte/Educação no ensino formal. Também foram analisados os fenômenos de caráter interdisciplinar baseados nos projetos promovidos pela equipe de atendimento do abrigo. A escolha da metodologia qualitativa buscou compreender a perspectiva dos sujeitos participantes do cotidiano institucional do abrigo. Desta forma, tanto funcionários (educadores e técnicos) como as crianças e adolescentes abrigados foram protagonistas nesse processo. Assim, constatamos nessa pesquisa um panorama da dinâmica político-pedagógica do abrigo, evidenciando também a necessidade da promoção de novos paradigmas interdisciplinares de atendimento que preparem as crianças e adolescentes atendidas nesse tipo de regime de proteção para uma sociedade mais complexa, solidária e inclusiva

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