Literaturnachweis - Detailanzeige
| Autor/in | Song, Young Imm Kang |
|---|---|
| Titel | Identity and Duality |
| Quelle | In: Art Education, 62 (2009) 6, S.19-24 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0004-3125 |
| Schlagwörter | Multicultural Education; Studio Art; Korean Americans; High School Students; Sculpture; Books; Art Activities; Student Projects; Workshops; Cultural Background; Biculturalism; Identification; New York |
| Abstract | A fairly common understanding among teachers is that the study of the arts opens up the study of cultures. Appreciating the artistic expressions of a culture enhances student understanding of that culture and its people. Beyond appreciation, when students make artworks, they create meaning and explore their perceptions of various cultural roles. Expressing complex cultural backgrounds through art making allows for a kind of multidimensionality in the classroom, as students come to personally appreciate multicultural approaches, including their own and other cultural perspectives. This article describes growth in understanding, accepting, and owning of one's multifaceted identity. The author discusses how second-generation Korean American high school students explore their dual culture and identity through sculpting and book-making projects at a Korean Saturday School in New York City. A 3-week workshop that used creative artmaking as a teaching tool to explore students' identity, heritage, and culture, and to help them better understand who they are and where they come from is presented. (Contains 11 figures and 3 endnotes.) (ERIC). |
| Anmerkungen | National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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