Thesis (M.F.A.)--Rochester Institute of Technology, 1990. / Typescript.

Thesis (M.F.A.)--Rochester Institute of Technology, 1989. / Includes bibliographical references (p. 18-20).

Thesis (Ph. D.)--University of Delaware, 1982. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 371-379).

Thesis (M.A.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 121-124). Also available on the Internet.

Thesis (M.F.A.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaves 38-39).

Thesis (M.A.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 121-124). Also available on the Internet.

Thesis (Ph. D.)--University of Chicago, Department of Art History, June 2003. / Includes bibliographical references. Also available on the Internet.

Thesis (M.F.A.)--Rochester Institute of Technology, 1993. / Typescript. Includes bibliographical references (leaves [27-28]).

In my thesis project, I aim to explore the ways in which we can perform parts of our identity by hiding the body through the use of performative disguises. These characters transgress the boundaries between societal norms and abject interactions. In these costumes, I hope to find whether or not the multiple facets of our identities can be distilled into one character--whether the self can be shifted into another character for a constructive narrative.

Esta dissertação buscou entender como o processo de leitura da linguagem visual pode se expandir, por meio das relações que se estabelecem entre o eu - fotógrafo e o objeto a ser fotografado, através de um curso denominado Oficina de Fotografia. Adotou-se como referencial teórico os estudos de Paulo Freire sobre educação; de Ana Mae Barbosa sobre leitura de imagens; de María Acaso sobre educação visual; e de Joan Fontcuberta sobre a linguagem fotográfica. Para tal, constituiu-se um Grupo Focal com alunos de diferentes idades e profissões que haviam realizado o curso Oficina de Fotografia. Os depoimentos coletados constituem o corpus de análise dessa pesquisa. O método do Grupo Focal diz respeito à abordagem qualitativa de pesquisa, que procura conhecer o que os sujeitos envolvidos em uma determinada situação ou evento pensam a respeito de um tema proposto pelo pesquisador. Os resultados obtidos a partir da análise das entrevistas demonstram que os alunos passaram a ter uma leitura mais criteriosa não só das imagens fotográficas como também da linguagem visual em cenas cotidianas, após realizarem a Oficina de Fotografia. / This dissertation aimed to understand how the process of reading visual language can be expand by the relations that are established between the photographer itself and the object to be photographed in a course called Workshop of Photography. As theoretical reference it was used the studies from Paulo Freire about education; from Ana Mae Barbosa about images reading; from María Acaso about visual education; and from Joan Fontcuberta about photographic language. A Focus Group was organized with subjects from different ages and professions that had already attended the Workshop of Photography. The statements collected constitute the corpus of analysis of this research. The Focus Group is applied in a qualitative research methodology that aims to know what the subjects, involved in a particular situation or event, think about an issue suggested by the researcher. The obtained results based on an analysis from the interviews showed that the subjects, after attending the Workshop of Photography, have achieved a more discerning reading not only of the photographic images, but also from the visual language in everyday life scenes.