Final Project (M.A.)--John F. Kennedy University, 2006. / "July 18, 2006"--T.p. Includes bibliographical references (p. 88-90).

Zugl.: München, Univ., Diss., 2007/2008

Universiẗat, Diss., 2004--Marburg.

No description available.

<p> This thesis proposal demonstrates the idea of using advertising strategies to engage the visitor, optimizing the short time the visitor spends in an exhibit. The art, object, and experience is treated as the product and the visitor, although they are not purchasing the product, is the consumer. Each topic is presented using a statement and corresponding image using advertising principles of keeping it short; delivering a clear narrative; and show, don&rsquo;t tell. Art, contemporary photography and video documentaries, combined with corresponding stories, are used to expand upon the exhibit theme, Gender, once the advertising element for each section has engaged the visitor.</p>

<p> This thesis investigates how my representations of experience through arts-informed autoethnographic research are significant in establishing the pedagogical nature of place. I seek to understand how <i>place-conscious education</i> in a community setting can encourage students&rsquo; relationships with the spaces they inhabit and lend to a more just learning environment. Many educative tools are provided and analyzed which are derived from <i> wayfinding</i> and <i>psychogeographic</i> methods. Data was collected over two months throughout the Summer of 2015 while participating in the Onward Israel service learning program in Israel and Palestine. My digital photographs and excerpts of stream-of-consciousness style poetry serve as the data set to illuminate the rich sensory encounters and art making processes indicative of experiential learning.</p><p> This context-driven artwork encourages questions and dialogue about sociopolitical conflict and wars, migration and occupation. It is concerned with physical as well as psychological borders, checkpoints and boundaries. I utilized poetic and photographic inquiry as well as cognitive mapping to explore how concepts of <i>travel</i> are intricately linked to practices of self-reflexivity, community building and alternative curricula development outside of the formal classroom setting. This qualitative data is not a strictly defined set of interviews or statistics. Instead, vignettes of a more totalizing experience can be extracted, analyzed, dissected and/or rearranged. It is an exploration of identity, agency and untraditional ways of knowing the self/Other. I underscore how new pathways and possibilities for teaching emerge from a greater acceptance and validation of experiential knowledge and an attuned consciousness to place.</p>

published_or_final_version / Conservation / Master / Master of Science in Conservation

This case study explores the collaborative conversation between curators and educators in the Blanton Museum of Art at the University of Texas at Austin, and how these conversations affect didactic texts in the museum galleries. By situating the Blanton Museum in a larger historical framework, the focus of this study maps out the historical perspectives informing the museum during a pivotal integration of collecting areas, including Latin American and American modern and contemporary collections, and explores how the Blanton Museum attempted to facilitate learning and meaning-making for the visitor through didactic wall texts. / text

No description available.

<p> This thesis examines and exposes the active student life of 1947 Newcomb College graduate Coralie Guarino Davis. Through the analysis of her diaries, I examine both the academic and social structure of Newcomb as a coordinate college and its effect on students in the 1940s as well as social and cultural events such as World War II and Carnival. Davis graduated with a Bachelor of Fine Arts degree that enabled her to work professionally in the art field and briefly as a Carnival designer. During her college education, Davis also experienced World War II. Davis and other students aided in the war effort through fundraising, experienced war rations, and anticipated the Allies victory. She also participated in Carnival as a queen of her krewe, the Elenians, in 1947. The exhibit is derived from her diary writings and presents an example of the typical Newcomb student experience during the 1940s in regards to education, the war, and New Orleans social events. Both my research and exhibit work to bridge the gap on Newcomb College history during World War II and enhance the scholarship on women in higher education and in New Orleans during the decade.</p>