Theses and Dissertations from UMD
Permanent URI for this communityhttp://hdl.handle.net/1903/2
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item "You Can't See Me By Looking at Me": Black Girls' Arts-based Practices as Mechanisms for Identity Construction and Resistance(2021) Kaler-Jones, Cierra; Galindo, Claudia; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation explored how eight adolescent Black girls (co-researchers) used arts-based practices in a virtual summer program as mechanisms for identity construction and resistance. Theoretically grounded in Black Feminist Thought, Black Girlhood, and Black Performance Theory, I designed and implemented a virtual summer art program aimed at co-creating a healing-centered space to engage in critical explorations of history, storytelling, and social justice with Black girls. The co-research team participated in the 5-week Black Girls S.O.A.R. (Scholarship, Organizing, Arts, Resistance) program as part of the study. At the end of the program, co-researchers took themes from the sessions and created artwork to present a Community Arts Showcase to their loved ones. I combined performance ethnography (Denzin, 2008; Soyini Madison, 2006) and integrated aspects of youth participatory action research to answer the following research questions: 1) How, if at all, do Black girls use arts-based practices as mechanisms for resistance and identity construction? and 2) What specific attributes of Black girls’ involvement in arts-based programs foster identity construction and acts of resistance? This study employed “two-tiered” (Brown, 2010) qualitative data collection. For the first component, co-researchers and I collected our conversation transcripts from the sessions to create a collaborative artistic production. The second component included my concurrent collection of session observations, field notes, pre-and-post interviews, and artwork to document the co-researchers’ experiences in the program. The data showed that Black girls used arts-based practices to 1) rewrite singular historical narratives of Black history in the standard curriculum; 2) share counter-narratives; 3) heal in and build community out; and 4) dream a better world into existence. Additionally, Black girls named 1) showcasing their work to loved ones; 2) being supported by other Black girls; 3) learning about self and communal care; and 4) reexamining history by centering Black women’s resistance as specific attributes of their involvement in the program that contributed to their identity construction and resistance. This study offers much-needed data on the power and potential of culturally-sustaining, arts-based pedagogy in virtual educational spaces, as well as contributes to the growing body of literature that centers Black girls’ epistemologies in education research.Item A Cartographical Exploration of Collaborative Inquiry as a Professional Development Model for Art Educators(2011) Gates, Leslie; Valli, Linda R; North, Connie; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation draws on a number of cartographical processes to explore the particularities and circumstances of eight visual art teachers engaged in a yearlong collaborative inquiry within a formal, federally funded professional development program for arts educators. Art educators, many of whom lack content area colleagues within their schools, often work separated by geographical distance and may not have opportunities to regularly engage in professional development opportunities that are simultaneously content-specific, collaborative, and related to their working contexts. By examining the ways in which collaborative inquiry might provide such an opportunity, this study presents a number of challenges that emerged for the participants in this study, including: 1) Participants' socio-cultural norms and a desire to belong to a group that could offer the collegial support absent in many of their schools led participants to downplay their differences and suppress conflict for the sake of inclusion in the group; 2) Teachers' participation in a collaborative inquiry group operating within a funded professional development program provided them with professional opportunities and technological equipment, yet offered little support as they attempted to integrate the technology into their classrooms and to negotiate their sudden visibility within their teaching contexts; and 3) The researcher, acting as a participant facilitator within the group, unintentionally assumed a neutral stance in an effort to negotiate her competing desire for a close relationship with participants with her desire to disrupt assumptions and trouble practices for the sake of professional learning and growth. A number of "openings" may allow art educators to continue to engage in, create, and advocate for arts-based collaborative inquiry opportunities in a current socio-political climate that threatens such opportunities. For instance, art educators' need for collegial support and the existence of online networks and free internet-based software provides both a motive and means for geographically separated art educators to connect. Future research that more specifically addresses the challenges of providing art educators with collaborative professional development opportunities can build on the particular description and identification of challenges this study offers.Item Color Selection in Object Drawings of Young Children(2006-03-20) Drosinos, Karen Jesuit; Hendricks, Susan M; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This action research study examined the selection of color used in six object drawings of young children. Study sample size consisted of eighteen Kindergarten students from a public elementary school in Prince George's County Public School System, Maryland. This study was organized into three phases. Each phase asked student participants to draw six familiar objects (tree, house, boy, dog, girl, car) while limiting the amount of color selection in each phase. The use of logical color and expressive color was investigated and scores were given to each drawing in order to compare logical color usage. Color trends were also documented to show possible color associations in young children's representation of everyday objects. The results found that there was an increase in the use of logical color as the selection of color in each phase was minimized. Strong color trends were shown in the representation of the tree and boy images.