ABSTRACT This qualitative study investigated the experiences of women with impaired vision having an opportunity to create art and literature in a program at the Cummer Museum of Art and Gardens. The study also examined the participants' experiences as examples and non-examples of social justice facilitated by the museum program. The research question guiding this study was: What meanings do participants with visual impairments gain from their involvement in the Women of Vision Program at the Cummer Museum of Arts and Gardens, what value do they place on the program, how do they feel it affects their quality of life, and what are the implications for social justice in art museum programming? The research questions were answered through observations, interviews and document analysis. Additionally, autobiographical sketches along with creative writing and poetry samples were used to provide greater understanding of the experiences and views of the participants and to provide insights into what is important to them. Photographs of the women engaging in creating artworks are used to encapsulate significant moments that are better portrayed with photographs than through the use of written words. Falk and Dierking's (2000) contextual model for museum learning was utilized as a framework for understanding how women with visual impairments find meaning and connection through their experiences in the Women of Vision museum program. The findings suggest that the unique qualities present in the Women of Vision program include: developing a relationship with advocates that continually identify program participants who might benefit from a program that cultivates creativity through writing and art; providing museum staff who understand the needs of individuals with visual impairments and adapt the museum space and materials to fit those needs; and finally a private, intimate setting conducive to creating a social identity for the participants that fosters supportive relationships. The participants place value on the Women of Vision program because of the positive benefits gained by participating in the writing and art sessions. They perceive the program as providing access to the world from which they would otherwise be increasingly isolated and they value the chance to express themselves and to be heard through visual and written media. They also appreciate the opportunity to socialize with others like them, to enjoy a safe and supportive environment, and to build relationships with strong bonds while also recognizing the importance of being able to act independently. The continuity of the program provides long-term opportunities for the participants to continually grow in a nurturing environment. Implications for future programs include relevance to research conducted for demographics other than women. A research study for a group of young adults with visual impairments, or for a group of men, would explore different perspectives related to the challenges presented by vision loss and seek to answer how access to creative programs for art and writing impacts the lives of such group members. The study also contributes to disability studies and art education, and the potential of transdisciplinarity, while contributing to the documentation of women's lives and experiences. The Women of Vision museum program provided a balance between equality and equity, offering access into a museum program where participants can write and create art. The participants also enjoy the benefits produced by the outcomes of the program. Museum program accessibility for older women with visual impairments proved to be a positive influence on their quality of life. The museum's role in creating an accessible environment, which met the needs of women with visual impairments, is indicative of a museum's ability to facilitate social justice. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester, 2013. / October 29, 2013. / Art Education, Disability Studies, Museum Education, Social Justice, Visual Impairments / Includes bibliographical references. / Tom Anderson, Professor Directing Dissertation; Peter Easton, University Representative; Pat Villeneuve, Committee Member; Aniinna Suominen-Guyas, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_185108 |
| Contributors | Heineken, Libby (authoraut), Anderson, Tom (professor directing dissertation), Easton, Peter (university representative), Villeneuve, Pat (committee member), Suominen-Guyas, Aniinna (committee member), Department of Art Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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