Date of Degree
2012
Document Type
dissertation
Degree Name
PhD (Doctor of Philosophy)
Department
Education
First Advisor
Rachel M. Williams
Abstract
As a practicing in-service teacher, I designed this qualitative study to explore of the use of culturally relevant curriculum in my junior high art classroom. I used participatory action research to complete this research over the span of two school years. This research allowed me to identify the elements necessary to teach a culturally relevant curriculum, such as teacher background, student-centered teaching and school support. This data is combined with stories of my experiences growing up and stories from the field. I detailed and analyzed community performance art, mask-making and installation art projects for effectiveness and student engagement. Focus groups were a major component of my data collection; I used this data to gain further information from students about their thoughts on what makes an engaging classroom and lesson. Through this study I found a high level of engagement by students. I matched my students engagement with a reciprocal level of emotional input. This study concludes with a call for more research of this kind to be completed by practicing teachers using action research in their classrooms.
Pages
1, xiii, 279
Bibliography
271-279
Copyright
Copyright 2012 Rachael Marie Ayers-Arnone
Recommended Citation
Ayers-Arnone, Rachael Marie. "Culturally relevant teaching in the art classroom." dissertation, University of Iowa, 2012.
http://ir.uiowa.edu/etd/2816.
Comments
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