DOI
https://doi.org/10.25772/4BR9-GX79
Author ORCID Identifier
https://orcid.org/0000-0002-5736-9541
Defense Date
2023
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Art Education
First Advisor
Dr. Courtnie Wolfgang
Second Advisor
Dr. Ryan Patton
Third Advisor
Dr. Lillian Lewis
Fourth Advisor
Dr. David Naff
Fifth Advisor
Dr. Pamela Harris Lawton
Abstract
This qualitative study merged the methodological frameworks of qualitative case study and narrative inquiry (Sonday et. al, 2020) to assess the perceived impact of a local, community-engaged mural art project (Mending Walls) on undergraduate preservice art educators in foundational coursework. The study was grounded in existing research in three areas: community-engaged murals, community-engaged pedagogy, and community-engaged teacher preparation. These concepts were used to frame the study and provide further rationale for the inquiry. The purpose of this case study was to understand how undergraduate preservice art educators perceived the impact of using a local, community-engaged mural project (Mending Walls) in the development of pedagogy and curriculum in their foundational coursework and how they perceived its’ impact on their beliefs surrounding teaching and learning.
This study aimed to explore and build a deeper understanding of using local, community-engaged public art projects in preservice art education. The researcher’s goals for this study included a desire to better understand the course experience with the local, community-engaged mural project (Mending Walls) from the perspective of students; to explore the intersections of community-engaged murals, community-engaged pedagogy, and community-engaged teacher preparation through the perceptions of preservice art educators; and to learn from former students’ perceptions in order to actively reflect on and improve their own teaching practice.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-9-2023