Donald, Bridgett
(2017)
Reflective artmaking coupled with service-learning: Making community visible.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
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.
Keywords: Reflection, reflective, artmaking, arts-based learning, experiential learning, community service-learning, community development, civic engagement, Capacities for Imaginative Learning, homeschool, faith-based, visual literacy.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
5 May 2017 |
| Date Type: |
Publication |
| Defense Date: |
22 November 2016 |
| Approval Date: |
5 May 2017 |
| Submission Date: |
24 April 2017 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
310 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Visual literacy, faith-based, service-learning, reflection, homeschool, arts-based learning |
| Date Deposited: |
05 May 2017 18:30 |
| Last Modified: |
05 May 2017 18:30 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/31548 |
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