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Reflective Artmaking Coupled with Service-Learning : = Making Community Visible.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Reflective Artmaking Coupled with Service-Learning :/
Reminder of title:	Making Community Visible.
Author:	Donald, Bridgett Faith.
Description:	1 online resource (311 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Instructional design. -
Online resource:	click for full text (PQDT)
ISBN:	9780355190298

Reflective Artmaking Coupled with Service-Learning : = Making Community Visible.
Donald, Bridgett Faith.

Reflective Artmaking Coupled with Service-Learning :Making Community Visible. - 1 online resource (311 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Practitioners have agreed that service-learning programs or curricula guide students into developing a more robust connection to the community in which they live as well as amongst other members of that community (Eyler, Giles, Stenson, & Gray, 2001). However, what isn't known extensively is how these outcomes have been generated (Kiely, 2005a). Based upon Milne's (2000) reflective artmaking, this arts-based ethnographic study introduces the terminology reflective artmaking service-learning, demonstrating how the coupled learning processes of reflective artmaking and service-learning respond to the call for research. The Capacities for Imaginative Learning (Holzer, 2009) facilitated my ethnographic analysis, providing specificity towards deconstructing the underlying mechanisms of processing and filtering. Conducted in Texas among Christian homeschool students, this study inquires, how does reflective artmaking coupled with service-learning help to make the underlying concept of "community" visible? This ethnographic study focuses on the educative (Dewey, 1938) value of an arts-infused program with Christian homeschooled youth (ages 11-17) in Texas. Significant findings include the ways in which experiential learning based on a constructivist epistemology and a focus on the self was a suitable, but yet limiting, theoretical framework. Suggestions include ways to use reflective artmaking coupled with service-learning to enhance the authenticity and applicability of projects and thus to enhance student interest and ownership. This study provides a broad set practitioners in educational programs and public, private, and home schools with practical, innovative, substantive, and customizable methods of incorporating arts-based reflection on civic engagement within their teaching practices.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355190298Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

Reflective Artmaking Coupled with Service-Learning : = Making Community Visible.
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520 $a Practitioners have agreed that service-learning programs or curricula guide students into developing a more robust connection to the community in which they live as well as amongst other members of that community (Eyler, Giles, Stenson, & Gray, 2001). However, what isn't known extensively is how these outcomes have been generated (Kiely, 2005a). Based upon Milne's (2000) reflective artmaking, this arts-based ethnographic study introduces the terminology reflective artmaking service-learning, demonstrating how the coupled learning processes of reflective artmaking and service-learning respond to the call for research. The Capacities for Imaginative Learning (Holzer, 2009) facilitated my ethnographic analysis, providing specificity towards deconstructing the underlying mechanisms of processing and filtering. Conducted in Texas among Christian homeschool students, this study inquires, how does reflective artmaking coupled with service-learning help to make the underlying concept of "community" visible? This ethnographic study focuses on the educative (Dewey, 1938) value of an arts-infused program with Christian homeschooled youth (ages 11-17) in Texas. Significant findings include the ways in which experiential learning based on a constructivist epistemology and a focus on the self was a suitable, but yet limiting, theoretical framework. Suggestions include ways to use reflective artmaking coupled with service-learning to enhance the authenticity and applicability of projects and thus to enhance student interest and ownership. This study provides a broad set practitioners in educational programs and public, private, and home schools with practical, innovative, substantive, and customizable methods of incorporating arts-based reflection on civic engagement within their teaching practices.
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