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dc.contributor.advisorGarber, Elizabeth J.en
dc.contributor.authorBroduer, Christine M.
dc.creatorBroduer, Christine M.en
dc.date.accessioned2017-08-23T16:38:54Z
dc.date.available2017-08-23T16:38:54Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/10150/625310
dc.description.abstractIn this case study I document a group of youth, ages thirteen to fifteen, as they investigate and explore social justice issues and personal beliefs in order to create a community service learning project. Ideas are presented through the introduction of activist art and also by the viewing of recordings of a variety of perspectives on social justice issues and community involvement from a diverse population. The vehicle of inquiry in the study is the production of a visual journal in which thoughts, feelings, perceptions, and ideas will be examined and considered through art making. A review of literature related to the benefits of artmaking and individual storytelling, teaching social justice issues, and the influence of visual culture provide insight and foundation for the study. Qualitative research methods are incorporated to determine the effectiveness of connecting the making of art to the instigation of community involvement. The data collected and interpreted to inform the conclusions are interviews, discussions, and visual and written responses by the participants in the study. The conclusions may be used in either a classroom or community art forum and contribute to the foundational body of knowledge that asserts that art making and critical thinking are necessary components of contributing to today's society.
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.subjectcritical thinkingen
dc.subjectsocial justiceen
dc.subjectteenagersen
dc.subjectvisual cultureen
dc.subjectvisual journalsen
dc.titleCommunity and Youth Empowerment Through Artmaking: Teaching Teens Social Justice through Visual Journalingen_US
dc.typetexten
dc.typeElectronic Thesisen
thesis.degree.grantorUniversity of Arizonaen
thesis.degree.levelmastersen
dc.contributor.committeememberGarber, Elizabeth J.en
dc.contributor.committeememberHochtritt, Lisaen
dc.contributor.committeememberSharma, Manishaen
thesis.degree.disciplineGraduate Collegeen
thesis.degree.disciplineArt Educationen
thesis.degree.nameM.A.en
refterms.dateFOA2018-07-15T00:40:09Z
html.description.abstractIn this case study I document a group of youth, ages thirteen to fifteen, as they investigate and explore social justice issues and personal beliefs in order to create a community service learning project. Ideas are presented through the introduction of activist art and also by the viewing of recordings of a variety of perspectives on social justice issues and community involvement from a diverse population. The vehicle of inquiry in the study is the production of a visual journal in which thoughts, feelings, perceptions, and ideas will be examined and considered through art making. A review of literature related to the benefits of artmaking and individual storytelling, teaching social justice issues, and the influence of visual culture provide insight and foundation for the study. Qualitative research methods are incorporated to determine the effectiveness of connecting the making of art to the instigation of community involvement. The data collected and interpreted to inform the conclusions are interviews, discussions, and visual and written responses by the participants in the study. The conclusions may be used in either a classroom or community art forum and contribute to the foundational body of knowledge that asserts that art making and critical thinking are necessary components of contributing to today's society.


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