Abstract
An art teacher at an alternative high school examines how self-study and narrative influence art making in the classroom. This teacher-researcher-artist uses a/r/tography to study more deeply her role in creating curriculum that deals with students' stories as a meaning-making device. The a/r/tographer identifies herself as a type of teacher-curator of student narratives and explores the nuances of her particular research site. As the researcher more closely examined her own identity as artist, teacher, and researcher, she came to understand that this research was largely a study of self. Specifically, she more closely scrutinized her struggle with the role of artist through art production that aligned with the studies she was engaging with in the classroom. Even as student understandings shifted as a result of the curricular focus on narrative, so did that of the researcher.
Degree
MA
College and Department
Fine Arts and Communications; Art
Rights
http://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Fay, Kellie Marie, "Curating the Abandoned School: Voices of Youth in an Alternative High School Art Class" (2015). Theses and Dissertations. 5510.
https://scholarsarchive.byu.edu/etd/5510
Date Submitted
2015-07-01
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd7553
Keywords
alternative school, at-risk, a/r/tography, teacher as curator, self-study, narrative
Language
english