No description available.

No description available.

No description available.

This MFA graduate thesis explores the intersection of therapeutic photography, generational trauma, and Christian spirituality in promoting spiritual healing in disabled veterans diagnosed with post-traumatic stress disorder (PTSD). Drawing from personal experience, rigorous biblical training, and extensive research, I argue that incorporating faith-based practices and beliefs can complement existing PTSD support and enhance spiritual and mental well-being. Through the lens of generational trauma, the thesis analyzes the complex interplay between individual and collective trauma. It posits that the healing process is intrinsically linked to the restoration of the individual and community. I present a framework for therapeutic photography that incorporates Christian spiritual principles and offers practical guidelines for implementation in conjunction with therapeutic photography. The thesis concludes with a call to action for faith-based communities, mental health practitioners, and policymakers to recognize and address the spiritual and artistic therapeutic needs of disabled veterans with PTSD.

The term resilience is overused and under theorized. This dissertation challenges prevailing resilience discourses, exploring the tensions of embodied and experiential relationships with resilience that complicate the overly reductive and overly positive notion of resilience as a virtue of neoliberal subjects. Understanding resilience in the context of contemporary Western society necessitates unraveling the societal conditions shaped by the dominant neoliberal capitalist ethos of production. To address these problems, I explore how resilience is lived in the impasse of the crisis ordinary. Guided by affect theory, critical phenomenology, and queer theory, my study centers on ambiguity, subjectivity, and normativity in order to contend with the complexities and contradictions of resilience. Through a novel impassive bricolage methodology, I explore the lived and embodied experiences of resilience through relational, reflexive, and creative processes of autohistoria-teoría, flashpoint methodology, heuristic inquiry, and a participatory, reflexive thematic analysis. This study engaged with three women co-researchers who have recently completed graduate programs in design-related fields. Data collection included written reflections, interviews, focus group recordings, and creative works. Analysis revealed three central themes: disorientation, movement, and disconnection. For these co-researchers, resilience emerged as a complex and ambiguous phenomenon, responding to the push and pull between self and the normative world. Reconceptualizing resilience as emerging from and including queer affects, I redirect focus from linear progression, attending instead to ambiguous and awkward movements of the impasse. By unraveling resilience, my project opens up ways to live the impasse by loosening attachments to good-life fantasies and embracing happiness without guarantees.

This diploma thesis focuses on creating an art series on a theme of garden for primary school children. The thesis has got a theoretical and a practical part. In theoretical part, it focuses on the history of garden art and theme of garden in genre and intermedia production. The following chapter combines the theme of the garden with the use of curriculum documents. The next part takes the garden as a motive and medium for art education at primary school. The next chapter deals with the method of project teaching and use of art series in the art education. In practical part, this thesis focuses on the creation of a thematic series, which contains organization and implementation of five lessons created on the theme of the garden. The aim of this series is to bring children closer to the enviroment of the garden through the use of art activities.

Thèse (M.A.) -- Université du Québec à Chicoutimi, 2003. / Bibliogr.: f. 78-82. Document électronique également accessible en format PDF. CaQCU

The thesis follows up processing of art project with topic concert as part of art education at primary school. The overall concept reflected interdisciplinary relations like art education, music and drama. The designed project was realized at one of the primary school in České Budějovice and it is documented in project part of thesis. The theoretical part show relationship between visual art and music in progression of culture. Thesis is developing issue of concert scene in context theatre technology and scenic design. The next part of thesis describe interactions between art education and music in viewpoint curricular documents and it focus on artistic-project methods in art education.

My graduation theses are comparing the drama education at basic and art schools in different towns and regions. The first part is dealing with different approaches to drama education from the aspect of different authors. The second part is about comparing drama education at basic schools and art schools. A questioner that reveals different approaches at different schools for both children and teachers and is added.

No description available.