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dc.contributor.advisorSharma, Manishaen
dc.contributor.authorAhlschwede, Willa Elizabeth
dc.creatorAhlschwede, Willa Elizabethen
dc.date.accessioned2017-06-13T23:06:50Z
dc.date.available2017-06-13T23:06:50Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/10150/624094
dc.description.abstractThis study documents affective learning during a community-based art museum education program for military and veteran-connected families, which included gallery teaching, art-making, and a final exhibition of participant artwork. A review of literature on public pedagogy, affective learning, museum education, and community-based art education provides the theoretical framework for the study. Narrative ethnography and participant observation were employed by the primary researcher-educator to gather a diverse array of data and construct a holistic narrative of the development of and participant experiences within the art museum program. Data collected includes field notes, personal communications (such as meeting notes and emails), interviews, open-ended survey questions, curriculum artifacts (such as lesson plans and worksheets), and artworks created by military family members. Analysis of the educator goals, participant expressions, and personal interactions informs the final discussion of how affective learning took place within one museum program and how attention to this domain of learning can enrich museum programs for diverse community members.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.subjectaffective learningen
dc.subjectart educationen
dc.subjectcommunity-based art educationen
dc.subjectmilitary familiesen
dc.subjectmuseum educationen
dc.titleAffective Learning in the Museum: Community-Based Art Education with Military and Veteran-Connected Familiesen_US
dc.typetexten
dc.typeElectronic Thesisen
thesis.degree.grantorUniversity of Arizonaen
thesis.degree.levelmastersen
dc.contributor.committeememberSharma, Manishaen
dc.contributor.committeememberShin, Ryanen
dc.contributor.committeememberHochtritt, Lisaen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineArt Educationen
thesis.degree.nameM.A.en
refterms.dateFOA2018-08-13T14:30:39Z
html.description.abstractThis study documents affective learning during a community-based art museum education program for military and veteran-connected families, which included gallery teaching, art-making, and a final exhibition of participant artwork. A review of literature on public pedagogy, affective learning, museum education, and community-based art education provides the theoretical framework for the study. Narrative ethnography and participant observation were employed by the primary researcher-educator to gather a diverse array of data and construct a holistic narrative of the development of and participant experiences within the art museum program. Data collected includes field notes, personal communications (such as meeting notes and emails), interviews, open-ended survey questions, curriculum artifacts (such as lesson plans and worksheets), and artworks created by military family members. Analysis of the educator goals, participant expressions, and personal interactions informs the final discussion of how affective learning took place within one museum program and how attention to this domain of learning can enrich museum programs for diverse community members.


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