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You searched for +publisher:"University of Arizona" +contributor:("Hochtritt, Lisa"). Showing records 1 – 16 of 16 total matches.

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University of Arizona

1. Griner, Downi. Art Student Teaching Seminar: Negotiating Meaning Through Inquiry .

Degree: 2016, University of Arizona

 This study aims to explore how the art student teaching seminar can serve as a space for inquiry and reflection, and how student teachers process… (more)

Subjects/Keywords: Artmaking; Inquiry; Reflection; Student Teacher; Art Education; art education; Seminar

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APA (6th Edition):

Griner, D. (2016). Art Student Teaching Seminar: Negotiating Meaning Through Inquiry . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/620880

Chicago Manual of Style (16th Edition):

Griner, Downi. “Art Student Teaching Seminar: Negotiating Meaning Through Inquiry .” 2016. Doctoral Dissertation, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/620880.

MLA Handbook (7th Edition):

Griner, Downi. “Art Student Teaching Seminar: Negotiating Meaning Through Inquiry .” 2016. Web. 17 Nov 2019.

Vancouver:

Griner D. Art Student Teaching Seminar: Negotiating Meaning Through Inquiry . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/620880.

Council of Science Editors:

Griner D. Art Student Teaching Seminar: Negotiating Meaning Through Inquiry . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620880


University of Arizona

2. Halsey-Dutton, Bonnie Rene. Facilitating Voluntary Risk-taking and Multimodal Art Instruction: Insights Gained from Preservice Elementary Educators .

Degree: 2016, University of Arizona

 The purpose of this research is to examine ways that the instructional use of voluntary risk-taking and multimodality might decrease preservice elementary educators' artistic trepidation… (more)

Subjects/Keywords: experiential learning; multimodal art education; multimodality; preservice elementary art education; voluntary risk-taking; art trepidation

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APA (6th Edition):

Halsey-Dutton, B. R. (2016). Facilitating Voluntary Risk-taking and Multimodal Art Instruction: Insights Gained from Preservice Elementary Educators . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/623088

Chicago Manual of Style (16th Edition):

Halsey-Dutton, Bonnie Rene. “Facilitating Voluntary Risk-taking and Multimodal Art Instruction: Insights Gained from Preservice Elementary Educators .” 2016. Doctoral Dissertation, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/623088.

MLA Handbook (7th Edition):

Halsey-Dutton, Bonnie Rene. “Facilitating Voluntary Risk-taking and Multimodal Art Instruction: Insights Gained from Preservice Elementary Educators .” 2016. Web. 17 Nov 2019.

Vancouver:

Halsey-Dutton BR. Facilitating Voluntary Risk-taking and Multimodal Art Instruction: Insights Gained from Preservice Elementary Educators . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/623088.

Council of Science Editors:

Halsey-Dutton BR. Facilitating Voluntary Risk-taking and Multimodal Art Instruction: Insights Gained from Preservice Elementary Educators . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/623088


University of Arizona

3. Yoon, InJeong. Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students .

Degree: 2017, University of Arizona

 In this study I attempt to shed light on the experiences of the teacher researcher and university students who explored social justice issues in an… (more)

Subjects/Keywords: autoethnography; challenges of teaching for social justice; critical race femisystems ofnism; Social justice art education; systems of oppression

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APA (6th Edition):

Yoon, I. (2017). Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/625591

Chicago Manual of Style (16th Edition):

Yoon, InJeong. “Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students .” 2017. Doctoral Dissertation, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/625591.

MLA Handbook (7th Edition):

Yoon, InJeong. “Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students .” 2017. Web. 17 Nov 2019.

Vancouver:

Yoon I. Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/625591.

Council of Science Editors:

Yoon I. Confronting Systems of Oppression: Teaching and Learning Social Justice through Art with University Students . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625591


University of Arizona

4. Ramsey, Anna Brooks. A Million Metaphors for Love: Mending Posthuman Heartache in the Anthropocene .

Degree: 2017, University of Arizona

 In this research, I investigate multiple entry points for understanding and developing art and visual culture curriculum to respond to the Anthropocene. Informed by posthuman,… (more)

Subjects/Keywords: Anthropocene; art and visual culture; gardens; grief; place-based education; posthuman feminism

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APA (6th Edition):

Ramsey, A. B. (2017). A Million Metaphors for Love: Mending Posthuman Heartache in the Anthropocene . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/625681

Chicago Manual of Style (16th Edition):

Ramsey, Anna Brooks. “A Million Metaphors for Love: Mending Posthuman Heartache in the Anthropocene .” 2017. Masters Thesis, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/625681.

MLA Handbook (7th Edition):

Ramsey, Anna Brooks. “A Million Metaphors for Love: Mending Posthuman Heartache in the Anthropocene .” 2017. Web. 17 Nov 2019.

Vancouver:

Ramsey AB. A Million Metaphors for Love: Mending Posthuman Heartache in the Anthropocene . [Internet] [Masters thesis]. University of Arizona; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/625681.

Council of Science Editors:

Ramsey AB. A Million Metaphors for Love: Mending Posthuman Heartache in the Anthropocene . [Masters Thesis]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625681


University of Arizona

5. Romero, David Reuel. A Case Study of Art Museum Educational Programming for Persons with Dementia and their Care Partners .

Degree: 2018, University of Arizona

 Persons diagnosed with dementia or with an intellectual disability and their care partners frequently are marginalized by society (Innes, Archibald, & Murphy, 2004). In the… (more)

Subjects/Keywords: care partners; dementia; museum educational programming; museum inclusion; ntellectual disabilities

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APA (6th Edition):

Romero, D. R. (2018). A Case Study of Art Museum Educational Programming for Persons with Dementia and their Care Partners . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/631329

Chicago Manual of Style (16th Edition):

Romero, David Reuel. “A Case Study of Art Museum Educational Programming for Persons with Dementia and their Care Partners .” 2018. Doctoral Dissertation, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/631329.

MLA Handbook (7th Edition):

Romero, David Reuel. “A Case Study of Art Museum Educational Programming for Persons with Dementia and their Care Partners .” 2018. Web. 17 Nov 2019.

Vancouver:

Romero DR. A Case Study of Art Museum Educational Programming for Persons with Dementia and their Care Partners . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/631329.

Council of Science Editors:

Romero DR. A Case Study of Art Museum Educational Programming for Persons with Dementia and their Care Partners . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/631329


University of Arizona

6. Miller, Taylor Kathryn. I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community .

Degree: 2016, University of Arizona

 This thesis investigates how my representations of experience through arts-informed autoethnographic research are significant in establishing the pedagogical nature of place. I seek to understand… (more)

Subjects/Keywords: Psychogeography; Travel; Wayfinding; Art Education; Place-Conscious Education

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APA (6th Edition):

Miller, T. K. (2016). I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/620718

Chicago Manual of Style (16th Edition):

Miller, Taylor Kathryn. “I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community .” 2016. Masters Thesis, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/620718.

MLA Handbook (7th Edition):

Miller, Taylor Kathryn. “I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community .” 2016. Web. 17 Nov 2019.

Vancouver:

Miller TK. I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/620718.

Council of Science Editors:

Miller TK. I Am The Space Where I Am: An Arts-Informed Autoethnographic Inquiry on Place-Conscious Education In The Community . [Masters Thesis]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/620718


University of Arizona

7. Acquah, Alfred. Creative Expressions of Hope and Aspiration among Refugees in a Community Art Program .

Degree: 2018, University of Arizona

 This case study comprises an art-making workshop conducted over four two hour sessions, with refugee participants of a not-for-profit organization called Owl and Panther in… (more)

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APA (6th Edition):

Acquah, A. (2018). Creative Expressions of Hope and Aspiration among Refugees in a Community Art Program . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/628095

Chicago Manual of Style (16th Edition):

Acquah, Alfred. “Creative Expressions of Hope and Aspiration among Refugees in a Community Art Program .” 2018. Masters Thesis, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/628095.

MLA Handbook (7th Edition):

Acquah, Alfred. “Creative Expressions of Hope and Aspiration among Refugees in a Community Art Program .” 2018. Web. 17 Nov 2019.

Vancouver:

Acquah A. Creative Expressions of Hope and Aspiration among Refugees in a Community Art Program . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/628095.

Council of Science Editors:

Acquah A. Creative Expressions of Hope and Aspiration among Refugees in a Community Art Program . [Masters Thesis]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628095


University of Arizona

8. Cook, Victoria Hyne. Autoethnographic Art; Transformative Explorations of Self within a University Art Classroom .

Degree: 2017, University of Arizona

 Through this research study my aim was to critically examine the ways in which multimodal, autoethnographic art can enhance and expand educational experiences in general… (more)

Subjects/Keywords: arts-based research; autoethnography; critical pedagogy theory; grounded theory; postmodern critical theory; transformative learning

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APA (6th Edition):

Cook, V. H. (2017). Autoethnographic Art; Transformative Explorations of Self within a University Art Classroom . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/626321

Chicago Manual of Style (16th Edition):

Cook, Victoria Hyne. “Autoethnographic Art; Transformative Explorations of Self within a University Art Classroom .” 2017. Doctoral Dissertation, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/626321.

MLA Handbook (7th Edition):

Cook, Victoria Hyne. “Autoethnographic Art; Transformative Explorations of Self within a University Art Classroom .” 2017. Web. 17 Nov 2019.

Vancouver:

Cook VH. Autoethnographic Art; Transformative Explorations of Self within a University Art Classroom . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/626321.

Council of Science Editors:

Cook VH. Autoethnographic Art; Transformative Explorations of Self within a University Art Classroom . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/626321


University of Arizona

9. Black, Rebecka A. Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses .

Degree: 2018, University of Arizona

 In this qualitative study, I explore how perceptions of student and teacher identity, acting within classroom power dynamics, influence student engagement and pedagogy in undergraduate… (more)

Subjects/Keywords: art history; engagement; instructors; pedagogy; perceptions of power; identity; undergraduate students

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APA (6th Edition):

Black, R. A. (2018). Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627693

Chicago Manual of Style (16th Edition):

Black, Rebecka A. “Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses .” 2018. Doctoral Dissertation, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/627693.

MLA Handbook (7th Edition):

Black, Rebecka A. “Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses .” 2018. Web. 17 Nov 2019.

Vancouver:

Black RA. Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/627693.

Council of Science Editors:

Black RA. Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627693


University of Arizona

10. Medill, Kathryn Nellis. These Ways of Working: Reflections on the Collaborative Nature of Staff Roles in Creating Space in Art Museums .

Degree: 2018, University of Arizona

 This dissertation is a case study, written from my perspective as a new museum professional and museum educator. The work explores the museum as an institutional… (more)

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APA (6th Edition):

Medill, K. N. (2018). These Ways of Working: Reflections on the Collaborative Nature of Staff Roles in Creating Space in Art Museums . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627716

Chicago Manual of Style (16th Edition):

Medill, Kathryn Nellis. “These Ways of Working: Reflections on the Collaborative Nature of Staff Roles in Creating Space in Art Museums .” 2018. Doctoral Dissertation, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/627716.

MLA Handbook (7th Edition):

Medill, Kathryn Nellis. “These Ways of Working: Reflections on the Collaborative Nature of Staff Roles in Creating Space in Art Museums .” 2018. Web. 17 Nov 2019.

Vancouver:

Medill KN. These Ways of Working: Reflections on the Collaborative Nature of Staff Roles in Creating Space in Art Museums . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/627716.

Council of Science Editors:

Medill KN. These Ways of Working: Reflections on the Collaborative Nature of Staff Roles in Creating Space in Art Museums . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627716


University of Arizona

11. Cinquemani, Shana. Fostering New Spaces: Challenging Dominant Constructions of Power and Knowledge in Early Childhood Art Education .

Degree: 2017, University of Arizona

 Within this dissertation I discuss my experience as both teacher and researcher in an early childhood art education research project with the goal to challenge… (more)

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APA (6th Edition):

Cinquemani, S. (2017). Fostering New Spaces: Challenging Dominant Constructions of Power and Knowledge in Early Childhood Art Education . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/624496

Chicago Manual of Style (16th Edition):

Cinquemani, Shana. “Fostering New Spaces: Challenging Dominant Constructions of Power and Knowledge in Early Childhood Art Education .” 2017. Doctoral Dissertation, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/624496.

MLA Handbook (7th Edition):

Cinquemani, Shana. “Fostering New Spaces: Challenging Dominant Constructions of Power and Knowledge in Early Childhood Art Education .” 2017. Web. 17 Nov 2019.

Vancouver:

Cinquemani S. Fostering New Spaces: Challenging Dominant Constructions of Power and Knowledge in Early Childhood Art Education . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/624496.

Council of Science Editors:

Cinquemani S. Fostering New Spaces: Challenging Dominant Constructions of Power and Knowledge in Early Childhood Art Education . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624496


University of Arizona

12. Douglas, Hillary F. Voices of Individuals with Disabilities in Art Museum Programming: A Person-Centered Approach .

Degree: 2015, University of Arizona

 This study documents an experience in which a small group of cognitively and developmentally disabled adults expressed their personal goals and views related to art… (more)

Subjects/Keywords: community partnerships; disability; museum education; person-centered planning; person-centered thinking; Art Education

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APA (6th Edition):

Douglas, H. F. (2015). Voices of Individuals with Disabilities in Art Museum Programming: A Person-Centered Approach . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/556968

Chicago Manual of Style (16th Edition):

Douglas, Hillary F. “Voices of Individuals with Disabilities in Art Museum Programming: A Person-Centered Approach .” 2015. Masters Thesis, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/556968.

MLA Handbook (7th Edition):

Douglas, Hillary F. “Voices of Individuals with Disabilities in Art Museum Programming: A Person-Centered Approach .” 2015. Web. 17 Nov 2019.

Vancouver:

Douglas HF. Voices of Individuals with Disabilities in Art Museum Programming: A Person-Centered Approach . [Internet] [Masters thesis]. University of Arizona; 2015. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/556968.

Council of Science Editors:

Douglas HF. Voices of Individuals with Disabilities in Art Museum Programming: A Person-Centered Approach . [Masters Thesis]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/556968


University of Arizona

13. Fiss, Xoe. Connect/Create: A Case Study of Choice-Based Resources at the University of Arizona Museum of Art .

Degree: 2017, University of Arizona

 In this study, I examine how the University of Arizona Museum of Art (UAMA) can best serve the University of Arizona campus community by providing… (more)

Subjects/Keywords: Academic Museum; Art Education; Choice-Based; College; Resources; University

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APA (6th Edition):

Fiss, X. (2017). Connect/Create: A Case Study of Choice-Based Resources at the University of Arizona Museum of Art . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/624118

Chicago Manual of Style (16th Edition):

Fiss, Xoe. “Connect/Create: A Case Study of Choice-Based Resources at the University of Arizona Museum of Art .” 2017. Masters Thesis, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/624118.

MLA Handbook (7th Edition):

Fiss, Xoe. “Connect/Create: A Case Study of Choice-Based Resources at the University of Arizona Museum of Art .” 2017. Web. 17 Nov 2019.

Vancouver:

Fiss X. Connect/Create: A Case Study of Choice-Based Resources at the University of Arizona Museum of Art . [Internet] [Masters thesis]. University of Arizona; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/624118.

Council of Science Editors:

Fiss X. Connect/Create: A Case Study of Choice-Based Resources at the University of Arizona Museum of Art . [Masters Thesis]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624118


University of Arizona

14. Ahlschwede, Willa Elizabeth. Affective Learning in the Museum: Community-Based Art Education with Military and Veteran-Connected Families .

Degree: 2017, University of Arizona

 This study documents affective learning during a community-based art museum education program for military and veteran-connected families, which included gallery teaching, art-making, and a final… (more)

Subjects/Keywords: affective learning; art education; community-based art education; military families; museum education

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APA (6th Edition):

Ahlschwede, W. E. (2017). Affective Learning in the Museum: Community-Based Art Education with Military and Veteran-Connected Families . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/624094

Chicago Manual of Style (16th Edition):

Ahlschwede, Willa Elizabeth. “Affective Learning in the Museum: Community-Based Art Education with Military and Veteran-Connected Families .” 2017. Masters Thesis, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/624094.

MLA Handbook (7th Edition):

Ahlschwede, Willa Elizabeth. “Affective Learning in the Museum: Community-Based Art Education with Military and Veteran-Connected Families .” 2017. Web. 17 Nov 2019.

Vancouver:

Ahlschwede WE. Affective Learning in the Museum: Community-Based Art Education with Military and Veteran-Connected Families . [Internet] [Masters thesis]. University of Arizona; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/624094.

Council of Science Editors:

Ahlschwede WE. Affective Learning in the Museum: Community-Based Art Education with Military and Veteran-Connected Families . [Masters Thesis]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/624094


University of Arizona

15. Broduer, Christine M. Community and Youth Empowerment Through Artmaking: Teaching Teens Social Justice through Visual Journaling .

Degree: 2017, University of Arizona

 In this case study I document a group of youth, ages thirteen to fifteen, as they investigate and explore social justice issues and personal beliefs… (more)

Subjects/Keywords: critical thinking; social justice; teenagers; visual culture; visual journals

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APA (6th Edition):

Broduer, C. M. (2017). Community and Youth Empowerment Through Artmaking: Teaching Teens Social Justice through Visual Journaling . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/625310

Chicago Manual of Style (16th Edition):

Broduer, Christine M. “Community and Youth Empowerment Through Artmaking: Teaching Teens Social Justice through Visual Journaling .” 2017. Masters Thesis, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/625310.

MLA Handbook (7th Edition):

Broduer, Christine M. “Community and Youth Empowerment Through Artmaking: Teaching Teens Social Justice through Visual Journaling .” 2017. Web. 17 Nov 2019.

Vancouver:

Broduer CM. Community and Youth Empowerment Through Artmaking: Teaching Teens Social Justice through Visual Journaling . [Internet] [Masters thesis]. University of Arizona; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/625310.

Council of Science Editors:

Broduer CM. Community and Youth Empowerment Through Artmaking: Teaching Teens Social Justice through Visual Journaling . [Masters Thesis]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625310


University of Arizona

16. Garibaldi, Lino Paúl. You Too Can Be a Rebel .

Degree: 2017, University of Arizona

 The blurred lines between the domains of art, education and art education create tensions that impact how art educators negotiate their identities (Baxter, Ortega López,… (more)

Subjects/Keywords: art education; autoethnography; comic; pedagogy; social justice; visual culture

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APA (6th Edition):

Garibaldi, L. P. (2017). You Too Can Be a Rebel . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/625321

Chicago Manual of Style (16th Edition):

Garibaldi, Lino Paúl. “You Too Can Be a Rebel .” 2017. Masters Thesis, University of Arizona. Accessed November 17, 2019. http://hdl.handle.net/10150/625321.

MLA Handbook (7th Edition):

Garibaldi, Lino Paúl. “You Too Can Be a Rebel .” 2017. Web. 17 Nov 2019.

Vancouver:

Garibaldi LP. You Too Can Be a Rebel . [Internet] [Masters thesis]. University of Arizona; 2017. [cited 2019 Nov 17]. Available from: http://hdl.handle.net/10150/625321.

Council of Science Editors:

Garibaldi LP. You Too Can Be a Rebel . [Masters Thesis]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625321

.