Community mural projects exist in a medium of high visual payoff, illustrating desired subject matter meant to serve a specific audience. While the result is indeed an important element, it is not the only point of emphasis. This dissertation focused on the community mural experience from the planning and installation phases, completed by youth volunteers at a teen center. Designed and executed through the lens of creative placemaking, this dissertation research relies on visual and narrative data. The findings highlight the importance of an inclusive interactive culture during community mural dialogues. As the researcher and facilitator, I enlisted participant feedback for both the pilot and primary mural projects, and led the transformation of both efforts onto their respective walls in the center. I used a visual journal to document the research. My arts based findings are centered on visual vignettes and artistic renderings made in response to the finished mural projects. In translating the impact and value of collaboration through art making, I argue in favor of involving the participant voice in all phases of the creative process. In addition to providing a workbook for initiating similar hands-on opportunities, I focus on the potential of executing murals with people rather than for them. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Education. / Fall Semester 2018. / November 8, 2018. / Aesthetic Identity, Arts Based Community Engagement, Community Engagement, Community Murals, Creative Placemaking, Empowerment / Includes bibliographical references. / Sara S. Shields, Professor Directing Dissertation; Stephen Tripodi, University Representative; Pat Villeneuve, Committee Member; Jeff Broome, Committee Member.

This research investigates how arts based research methods contribute to the development of a positive disability identity for a person living with invisible disabilities through the act of un/covering. Through the theoretical framework of critical disability studies, the intersection of identity, embodiment and agency are explored via narrative and visual methods of inquiry including reflexive journaling, drawing, watercolor and sculpture. The heuristic process of arts based reflexivity is then used as a means to create a comprehensive portrait of the disability experience. This study concludes with research implications that address teacher preparedness and the need for critical awareness in relation to complex concepts of critical disability studies such as performativity, vulnerability, the transitioning nature of identity. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / November 15, 2018. / Art Education, Arts Based Research, Disability Studies, Identity Development, Invisible Disabilities, Un/covering / Includes bibliographical references. / Rachel Fendler, Professor Directing Dissertation; Jim Dawkins, University Representative; Sara Scott Shields, Committee Member; Jeff Broome, Committee Member; Skip Horack, Committee Member.

The culture of the Pacific Northwest is formed by and around its natural environment. Cultural descriptions of the region usually highlight its spectacular scenery, its rich natural resources, and the connection that many residents feel with the land. Often, this connection takes on a spiritual quality, prompting some to identify a culture of nature religion in the region: a culture in which participants consider the natural world sacred, ordering their lives around its protection and conceptualizing their own welfare as inextricably tied to that of the environment. This thesis attempts to chronicle the development of such a culture of eco-spirituality from European exploration to present, locating today's reality firmly in a historical context. I argue that the region's history as a last frontier, dependence on natural resource extraction, and relative lack of institutional religious presence paved the way for a fusion of environmentalist activism and New Age spirituality in the 1980s. As spiritual concern infused environmentalism with ideological power, political battles intensified, publicity increased, and a new culture of eco-spirituality emerged to stamp itself indelibly on the face of the Pacific Northwest. / A Thesis submitted to the Program of American and Florida Studies in partial fulfillment of the requirements for the degree of Master of Arts. / Degree Awarded: Fall Semester, 2009. / Date of Defense: August 11, 2009. / 1980s, Environmentalism, Shibley, New Age, Environment, Nature Spirituality, Religion, Region, Washington, Oregon, Pacific Northwest / Includes bibliographical references. / Amanda Porterfield, Professor Directing Thesis; John Corrigan, Committee Member; Neil Jumonville, Committee Member.

This historical study examines the life of Milton Bradley in the context of his time. The primary question being asked in this study is: What contributions did Milton Bradley make to education during his lifetime, what, if any, affect did that have on art education, and how was that influenced by the circumstances of his life? Factors that influenced Milton Bradley include: the Victorian era, common schooling, moral education, progressive education, kindergarten, art education and business. Bradley's connection to both kindergarten and art education are explored in depth, and his contributions to both are examined. The information in this study is presented using the contextual approach to art history advocated by Tom Anderson and Melody Milbrandt (2005). Anderson and Milbrandt's contextual approach incorporates the use of social setting, mood, economic conditions, and other circumstances to interpret and evaluate the work in question. For the purposes of this study, Anderson and Milbrandt's contextual approach has been adapted to historical inquiry. Milton Bradley straddled the Victorian and Progressive era and was a product of his times. Findings indicate that while Milton Bradley held an important role in the kindergarten movement, his role in the field of art education is of a secondary nature. Milton Bradley helped facilitate the entrance of art education into the public schools with his production of art supplies and materials intended for the kindergarten classroom. Bradley's materials were designed for kindergarten first, and art education second, so ultimately, his contributions to art education were secondary in nature to his interest in the kindergarten / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Education. / Degree Awarded: Summer Semester, 2005. / Date of Defense: June 27, 2005. / Milton Bradley, Elizabeth Peabody, Froebel, Kindergarten, Art education / Includes bibliographical references. / Tom Anderson, Professor Directing Dissertation; Jeffrey Milligan, Outside Committee Member; Pat Villeneuve, Committee Member; Penny Orr, Committee Member.

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Com as alterações ocorridas ultimamente no sistema educacional brasileiro, o ensino médio passou a fazer parte da educação básica. Desta forma, busca-se agora significado ao conhecimento escolar através da contextualização, interdisciplinaridade e incentivo ao raciocínio e a capacidade de aprender. Neste contexto, o ensino de química é um instrumento educativo valioso para atingir estes objetivos. No entanto, não se pode esquecer que os alunos no ambiente escolar podem socializar ideias, opiniões e imagens, tornando-as estruturadas em um \'saber prático\' que está em contínua elaboração nessas trocas de informação, experiências e relações do cotidiano. Este \'saber prático\' é\' denominado representações sociais. Este tipo de saber pode ser válido dependendo da relação que estabelece com o contexto no qual foi produzido. Assim. este estudo investigou as representações sociais de queima e combustão de 176 alunos das séries finais dos ensinos fundamental e médio de escolas pública e particular, além de analisar se o ensino de química foi capaz de modificá-Ias. Como instrumentos de pesquisa foram utilizados a associação livre de palavras, o desenho e a questão aberta, feitos a partir dos termos indutores queima e combustão. As informações obtidas, após a pré-análise flutuante, foram fragmentadas, categorizadas e contabilizadas. Através da análise de conteúdo pode-se sugerir as possíveis representações sociais de queima e combustão dos alunos pesquisados. Os resultados indicam que a queima está intimamente relacionada à destruição, mas em decorrência do ensino de química esta relação diminuiu. / After the last changes in the Brazilian educational system, the medium scholl level started to be part of the basic education. Being on that, the meaning of scholar knowledge is now persued through the contextualization, interdisciplinarity and incentive to the thought and learning capacity. Therefore, the teaching in Chemistry is a precious educative instrument to meet these objectives. However, we should not forget that the students, in the scholar ambient, can socialize ideas, opinions and images, making them structured in a \"practical knowing\" that is in continuous construction in these exchanging process of information, experience and day-to-day relationship. This oopractical knowing can be named social representations. It can be an obstacle to the acquisition of more elaborated ideas as well as it can be usefull, depending on the relation between this kind of knowledge and the context on what it has been produced. Therefore, this study has investigated the social representations for burning and combustion of 176 students of the last years of the fundamental and medium teaching either of public or private scholls. The capacity of the teaching in chemistry to modify it has been also analysed. Free association of words, drawing and open question carried out from the inductive terms - burning and combustion - have been used as research instruments. After the previous floatinq analysis, the resulting information has been spread out, categorized and accounted. The social representations for burning and combustion of the interviewed students could be sugqested with basis on the content analysis. It has been also concluded that the term burning IS closed related to destruction, but this relation has decreased due to the teaching in chemistry.

Engagement among adolescents is a crucial factor for identity formation and positive youth development (Barker, 2015; Kegan, 1994). To help address disengagement, socially engaged art education (SEAE) practices have emerged, combining art with action-oriented curricula to critically examine the community and connect to it through meaningful experiences (Helguera, 2011). This current study aimed to better understand how the social dynamics at school and in the student’s own neighborhood impacted the roots of engagement, particularly from school and the larger community, and to address the need to understand interventions that engage, such as those led by art. To study youth engagement in the context of disenfranchised school environments, I designed a pragmatic informed participatory research study, which included six art-infused civic activities that incorporated reflection, action, and artful dialogue framed by Reason’s (1994) co-operative inquiry process. Through this research approach, I explored the perceptions that 16 12th-grade high school students had about their community and their desire to connect and to serve. Using an embedded mixed-methods design (Creswell, 2014), the art-infused civic activities and data collection took place simultaneously. The methods used included questionnaires and surveys, field observations, participant-produced documents, visual methods, interviews, and focus groups. An analysis of the data yielded several findings regarding the participants’ perceptions and connections to their community. For the participants in this study, community was the product of finding and discovering commonalities and feeling safe, as well as having opportunities to attain new skills. The students identified a lot of deficiencies at school, which led them to feel that school was not part of their community. However, despite this apathy, the students expressed appreciation for opportunities that allowed them to bond with their peers and teachers. Engagement in the art-infused civic activities resulted in students attaining newly formed perspectives about their peers and the school staff. The participants reported viewing them as having the capacity to show a caring side. Through these activities, they also saw themselves as more empathetic and able to make an impact in their community. Although some of the participants had been involved in service activities prior to this study, they felt that in this study the experiences were more meaningful because they were able to reflect and understand the magnitude of their contribution. Even though most participants expressed having a desire to help both their community and school, they also felt that this could not be accomplished until they became financially stable. This study contributes to the field of art education by examining the viability of art projects that aim to address youth disengagement, and to better understand the impact that art education has on youth engagement dynamics in the context of low-SES communities. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2017. / June 29, 2017. / Civic Engagement, Community Engagement, Participatory Research, Photovoice, Service-Learning, Youth Engagement / Includes bibliographical references. / Theresa Van Lith, Professor Directing Dissertation; Peter Easton, University Representative; Rachel Fendler, Committee Member; Sara Scott Shields, Committee Member.

by Cheng Fun Chung. / Bibliography: leaves 48-51 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1983