Postmodern art education: voices and practices of select secondary teachers
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation examined current postmodern art teaching practices in select secondary art classrooms in Missouri and the factors that influence them. The central research question for the study was as follows: “How do select secondary art teachers in the state of Missouri utilize postmodern ideas in their teaching practice?” A review of the literature of modern and postmodern art historical contexts points to a web of tensions in the multiple worlds of art and art education. Those tensions guide a theoretical framework rooted in the dynamic intersection of postmodern and modern traditions in art education. This study used a three interview series to gather data from four art teachers through a process including semi-structured interviews, observation of their high school classes and artwork from students. Comparing these with qualities of a postmodern classroom as defined by Gude and Emery, and viewed through an a/r/tographer's lens the data were coded and themes emerged. Results of the study indicate that factors such as professional development, continuing graduate education and membership in professional organizations play a minor role in promoting postmodern art practices in the classroom, with the greater effect provided from intrinsic goals of reflective teachers who are comfortable with making changes in their curricula.
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