Literaturnachweis - Detailanzeige
| Autor/in | Blair, Jeremy Michael |
|---|---|
| Titel | Animated Autoethnographies: Stop Motion Animation as a Tool for Self-Inquiry and Personal Evolution |
| Quelle | In: Art Education, 67 (2014) 2, S.6-13 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0004-3125 |
| Schlagwörter | Animation; Preservice Teachers; Preservice Teacher Education; Art Activities; Art Education; Inquiry; Teaching Methods; Video Technology; Ethnography; Autobiographies; Student Experience; Student Centered Curriculum |
| Abstract | This article will present the autoethnographic animations and processes from three select preservice art educators that enrolled in the Applications of Technology in Art Education course. These students created stop motion animations using small objects, toys, and their bodies; accessing culturally constructed fears, investigating impactful moments of childhood, and exhibiting unique representations of self. The diverse student examples in this article present a model of inquiry that encourages the development of self by finding place in chaos, loving the unknown, embracing uncertainty, and turning shame into a celebration of life. The key objective for this study on animated autoethnography was to explore a vehicle for self-research that could be beneficial to preservice art educators and to expand upon emerging methods of inquiry in the field of art education. Like Humphreys (2005), this author claims that an autoethnographic approach enables students to study themselves in order to create reflexive dialogue with the class in the hope that the meanings embedded in their life stories might have relevance to others. Camangian (2010) supports that autoethnographies promote self and social reflection as well as establish compassionate classroom communities among youth with fractured collective identities. The field of art education welcomes and encourages autoethnographic research and accepts the flaws and biases that come with the methodology (Smith-Shank & Keifer-Boyd, 2007). The unique qualities and imperfections of autoethnography help to expose and rediscover the nonnormativity of life, quite similarly to the arts. Animated autoethnographies are designed to celebrate error, confess incompleteness, express regret, exhibit imperfection, and embrace not knowing so that preservice art teachers can be better prepared for the imperfect and humbling world of teaching. This assignment aided preservice teachers to reconsider their definitions of art and research. Most undergraduate students were unaware of the intersections between art and research. The loosened boundaries of autoethnographic research can be beneficial to art teachers and K-12 students. Animated autoethnographies encouraged students to create their own arts-based inquiry practices that best reflected their skill sets and upbringings. (ERIC). |
| Anmerkungen | National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.arteducators.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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