Thesis (M.A.)--University of Alberta, 2010. / A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, History of Art, Design and Visual Culture, Dept. of Art and Design, University of Alberta. "Spring 2010." Title from pdf file main screen (viewed on April 27, 2010). Includes bibliographical references.

Thesis (M.A.)--University of Alberta, 2010. / A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, History of Art, Design and Visual Culture, Dept. of Art and Design, University of Alberta. "Spring 2010." Title from pdf file main screen (viewed on April 27, 2010). Includes bibliographical references.

This research surveys ideology and iconology in the presentation of the autobiographical and biographical female nude as envisioned by American women artists in the painting, drawing and printmaking media from 1969 to 1983. Contemporary dialogue by critics, artists and feminists on the definition of feminine content led to the articulation of the undraped nude torso as the central icon of the study. This static icon was pushed through a variety of styles into multi subtleties of iconology. The female nude by women artists is autobiographical even in biography emphasizing self-identification and authenticity. General constraints were placed on the survey the definability or explicit articulation of the female torso as opposed to suggestive imagery, the time frame in which the nude was created, and the chosen media for study. Art historical methodology was employed to descriptively examine image and intent of the nude presentations in references through time as well as visual traditions of symbology. This survey began at the turn of the century for historical background to emphasize the greater proliferation of the nude from 1969 to 1983. There were limitations specifically associated with the earlier time frame (1900-1969)--the lack of art educational opportunities for the female student, the socio-political climate dealing with the acceptability of the nude, and a very general lack of attention from the publishing market towards women artists. Six artists were identified: Lillian Genth, Romaine Brooks, Margarite Zorach, Isobel Bishop, Louise Nevelson and Louise Bourgeois. The coalescence of socio-political circumstances around 1969, allowing for the greater incidence of the female nude occasioned the selection of 1969 as a perimeter of research. Within 19 69-1983 a greater number of artists and a far greater number of works were evident, seventeen in all, including Alice Neel, Marisol, Mary Frank, Nancy Spero, Joan Brown, Sylvia Sleigh, Martha Mayer Erlebacher, Mary Beth Edelson, Joan Seminel, Jillian Denby, Daphne Mumford, Juanita McNeeley, Martha Edelheit, Shirley Gorelick, Janet Culbertson, Anita Steckel, and Pat Steir. The amazing diversification of the work presented is united by the female nude icon which by subtle visual manipulation and compositional placement offers ideology which expands the Twentieth century definition of female.

Thesis (M.A.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on November 6, 2007) Includes bibliographical references.

Thesis (Ph.D.)--University of California, Los Angeles, 2002. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 238-256).

This dissertation explores the artistic expressions of Native womanhood by Native women artists. The intention is to offer further examples of creative acts of resistance that strengthen Native identities, reinforce female empowerment, and reclaim voice, and art. This qualitative study utilized the narratives and the artwork of six Native women artists from diverse artistic practices and tribe/nation affiliations. Visual arts examples included in this study are digital images, muralism, Ledger art, beadworks, Navajo rugs, and Navajo jewelry. Through Kim Anderson's theoretical Native womanhood identity formation model adopted as framework for this study, the results revealed three emergent themes: cultural connections, motherhood, and nurturing the future. Native women artists lived experiences shaped their visual expressions, influencing their materials, approach, subject matter, intentions, motivation and state of mind. This dissertation discloses Native womanhood framework is supportive of visual expressions created by Native women.

In this investigation, I explored the praxes of three Black women multimodal artists--including their perspectives, artistic strategies, and creation of material culture objects--to illuminate the myriad ways their work may inspire teachers and learners across various settings. I examined the complex interplay between art, education, and social justice through the lens of Black women's artistic practices. In this research project, I sought to illuminate the transformative potential these practices hold for formal and informal educational settings and assert the need to recognize and integrate Black women artists' diverse epistemologies and aesthetic experiences into broader educational discourses. A central goal entails recognizing the knowledge these artists draw upon and produce. Therefore, this study centers Black women artists’ multimodal production and creative values from an inter-arts perspective that reckons with socio-political critique and aesthetic sensibilities. Theoretical underpinnings for this research are grounded in interlocking critical discourses involving gender, race, power relations, and education. Using a critical arts-knowledge lens, this arts-based project dialogues with and explores ways to make visible the radical aims, unorthodox practices of belonging (McKittrick, 2021), and artistic strategies of Black women artists to reflect on and reimagine the world as they see and experience it. Employing a critical arts-based research methodology, the research engages with the work and perspectives of three Black multimodal artists—Sable Elyse Smith, Renée Cox, and Nanette Carolyn Carter. By examining their artistic strategies, creations, and the socio-political critique embedded in their work, the dissertation reveals how their art challenges conventional educational paradigms and offers radical curricular and pedagogical possibilities. The study is grounded in interlocking critical discourses on gender, race, power relations, and education, utilizing a rhizomatic conceptual framework to explore the interconnectedness of these themes. This research's findings illuminate art's significant role in fostering critical consciousness, challenging existing norms, and advocating for change. Through the narratives and artistic expressions of Black women artists and Black women art educators, the dissertation underscores the urgency of integrating multisensory and multimodal approaches into educational curricula. Such integration enriches the academic experience and prepares students to navigate the complexities of a multicultural world with a deeper understanding and appreciation for the diversity of human expression and knowledge."Beyond Beauty" calls for expanding curriculum and pedagogy that centers on Black women artists' aesthetic encounters, creative processes, and social justice commitments. I advocate for a more inclusive, dynamic, and transformative educational landscape by highlighting these women's narratives and artistic insights. This research contributes to the ongoing discourses on the importance of art in and as education, pushing for a future where the rich tapestry of human experiences is fully recognized and integrated into the very fabric of learning and teaching.