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Decolonizing youth participatory action research practices: A case study of a girl-centered, anti-racist, feminist PAR with Indigenous and racialized girls in Victoria, BCKhanna, Nishad 27 April 2011 (has links)
This study focuses on a girl-centered, anti-racist, feminist PAR program with Indigenous and racialized girls in Victoria, a smaller, predominantly white city in British Columbia, Canada. As a partnership among antidote: Multiracial and Indigenous Girls and Women’s Network, and an interdisciplinary team of academic researchers who are also members of antidote, this project defies typical insider-outsider dynamics. In this thesis, I intend to speak back to mainstream Youth Participatory Action Research (YPAR) literature, contesting the notion that this methodology provides an easy escape from the research engine and underlying colonial formations. Practices of YPAR are continuously (re)colonized, producing new forms of colonialism and imperialism. Our process can be described as an ongoing rhythm of disruptions and recolonizations that are not simple opposites, but are mutually reliant and constitutive within neocolonial formations. In other words, our practice involved creatively disrupting new forms of colonialism and imperialism as they emerged, while recognizing that our responses were not outside of these formations. I seek to make our roles as researchers visible, rather than hidden by hegemonic equalizing claims of PAR, and will explore some of the ways that white noise infiltrated our ongoing efforts of decolonizing YPAR practices. / Graduate
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The Norms in the Body: Power structures and their Transgression through Arts-based researchKraler, Esther January 2019 (has links)
The aim of this thesis is to explore the entanglement of various power axes with the body through 'body mapping' and to look into how the implementation of the method enriches research processes. 'Body mapping' is an arts-based method which places the body in the center of social inquiry. This allows the body to be explored as a central site where social identity is negotiated, while being engaged in this exploration. This orientation might allow insights into how embodied power relations affect people’s lives and how 'body mapping' can contribute to this exploration through raising consciousness and bringing forward personal embodied knowledges. 'Body mapping' will thus ideally allow participants to see themselves through a different angle and thereby engage with questions of how normative ideas in relation to identity are shaping their experiences and feelings of non/belonging in Swedish society. This might initiate newly informed understandings in participants’ lives regarding critical consciousness on their positionality and foster participants’ connection to their bodies as sources of knowledge.
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“Day by day: coming of age is a process that takes time”: supporting culturally appropriate coming of age resources for urban Indigenous youth in care on Vancouver IslandMellor, Andrea Faith Pauline 16 July 2021 (has links)
The Truth and Reconciliation Commission’s first call to action is to reduce the number
of Indigenous children and youth in care, including keeping young people in culturally
appropriate environments. While we work towards this goal, culturally appropriate
resources are needed to support children and youth as evidence shows that when
Indigenous youth have access to cultural teachings, they have improved physical, mental,
emotional, and spiritual health outcomes.
Our project focused on the protective qualities of Indigenous coming of age teachings.
Together with our community partner Surrounded by Cedar Child and Family Services,
we worked to develop resources that inform and advocate for a culturally-centered
coming of age for urban Indigenous youth living in foster care in Victoria, British
Columbia on Lekwungen Territory. This dissertation begins with a literature review to
provide the social and historical context surrounding urban Indigenous youth-in-care’s
access to coming of age teachings. This is followed by a description of the Indigenous
research paradigm that guided our work, what it meant for us to do this project in a good
way, and the methods that we used to develop three visual storytelling knowledge sharing
tools. Three manuscripts are presented, two published and one submitted, that reflect a
strength-based vision of coming of age shared by knowledge holders who participated in
our community events.
The first manuscript retells the events of the knowledge holder’s dinner, where
community members shared their perspectives on four questions related to community
engagement and youth support. An analysis of the event’s transcripts revealed key themes including the responsibility of creating safe-spaces for youth, that coming of
age is a community effort, and the importance of youth self-determining their journey. A
graphic recording and short story are used to illustrate and narrate the relationship
between key themes and related signifiers. This manuscript highlights the willingness of
the community to collectively support youth in their journeys to adulthood.
The second manuscript focuses on our two youth workshops that had the objective of
understanding what rites of passage youth in SCCFS’s care engage with and how they
learn what cultural teachings were most important to them. The findings suggest that
when youth experience environments of belonging, and know they are ‘part of something
bigger’, qualities like self-determination, self-awareness, and empowerment are
strengthened.
The third manuscript focuses on how we translated our project findings into different
storytelling modalities using an Indigenist arts-based methodological approach. The
project findings provided the inspiration and content for a fictional story called Becoming
Wolf, which was adapted into a graphic novel, and a watercolour infographic. These
knowledge sharing media present our project findings in accessible and meaningful ways
that maintain the context and essences of our learnings.
This research illustrates how Indigenous coming of age is an experience of
interdependent teachings, events, and milestones, that contribute to the wellness of the
body, mind, heart, and spirit of youth and the Indigenous community more broadly.
Through our efforts, we hope to create a shared awareness about the cultural supports
available to urban Indigenous youth that can contribute to lifelong wellness. / Graduate
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Mind the Gap: An Integration of Art and Science in Music Theory PedagogyPenny, Lori Lynn 22 April 2021 (has links)
My inquiry, centered on the applied practice of teaching, confronts the detachment that often disassociates the intellectual study of music theory from the physical experience of music. This pedagogical detachment, perceived as a split between opposing views of knowledge, privileges positivist science over interpretive art (Aróstegui, 2003), producing written competencies that have little or no musical meaning (Rogers, 2004). Endeavouring to re-attach music theory and the music it was initially intended to explain (Dirié, 2014), I constructed four Listening Guides to align with the intermediate-level theory curriculum of the Royal Conservatory of Music. Their construction incorporates elements of design research along with an underlying framework derived from the Kodály Method’s four-step instructional process. Given my multi-faceted personal/professional interactions with music theory, my research project is presented in the form of a quest narrative that weaves together my story and the stories of participant teachers who established the Listening Guides’ potential usefulness through reviewing and implementing interactions. This narrative, as a creative representation of arts-based research practices (Leavy, 2015), is derived from the blurring of specific cognitive findings and less definable aesthetic knowings (Greenwood, 2012). My data, both the prototypical data I designed and the empirical data I collected from focus group discussions with my participants, are filtered through an a/r/tographic lens that acknowledges the coexistence of my artist/researcher/teacher identities. The analysis of our aggregate narrative, as an exploration of music theory pedagogy with, about, in, and through music, relies on the evaluative tools of educational criticism (Eisner, 1991). Unfolding in a mostly linear climb, my quest for a fully integrated music/theory (art/science) pedagogy reaches its apex in the understanding that a music-logic organization confounds the subject-logic of traditional teaching approaches. Thus, my inquiry challenges the customary practices of scientific knowledge-building with a model for artistic “ways-of-knowing” in music theory pedagogy.
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Al claroscuro: A rendering of the educational and schooling experiences of child migrants from the northern countries of Central America.Claros Berlioz, Esther María 23 November 2019 (has links)
No description available.
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Embodied by Design: The Presence of Creativity, Art-making, and Self in Virtual RealityPissini, Jessica M. 13 November 2020 (has links)
No description available.
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Islamic Patterns as an Allegory for an F-1 Student's Experience in the Context of Global Capitalism: The Aesthetics of Cognitive Mapping as an Approach to Art-Based ResearchShuqair, Noura 05 1900 (has links)
Building on Fredric Jameson's critical theory, this dissertation examines how the aesthetics of cognitive mapping were used to uncover overlooked political, economic, social and cultural dimensions behind my artistic engagement with Islamic patterns. Using a critically informed variant of arts-based research (ABR), I explored the complexity of the interconnected economic, social, political and aesthetic realities informing my positionality as a Muslim Saudi female artist/research completing her dissertation in a Western country. Particularly, my work revealed how certain global forces (including capitalist relations between Saudi Arabia and the USA, as well as global postmodern cultural influences) shape the processes of appropriation and re-signification of patterning appropriated from Islamic aesthetics. This research culminated in a body of artwork for a solo exhibition at Paul Voertman's Gallery at the College of Visual Arts and Design at the University of North Texas located in Denton, Texas. I conclude the study with recommendations for a regional ABR to be developed by educators for the Middle East and North Africa (MENA) region. The study also suggests that this model of cognitive mapping as a critical art making methodology would be a great pedagogical tool for museums and art education curriculum to implement in Saudi Arabia.
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Dialogue As Performance. Performance As DialogueLynn, Laura January 2008 (has links)
No description available.
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Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social Justice Teacher Education (An Ethnographic/Auto-Ethnographic Study of the Classroom Culture of an Arts-Based Teacher Education Course)Barbera, Lucy Elizabeth 13 October 2009 (has links)
No description available.
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Living Beyond Identity: Gay College Men Living with HIVDenton, Jesse Michael 31 July 2014 (has links)
No description available.
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