Educational Communities, Arts-Based Inquiry, & Role-Playing: an American
Educational Communities, Arts-Based Inquiry, & Role-Playing: An American Freeform Exploration with Professional & Pre-Service Art Educators DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jason Cox Graduate Program in Arts Administration, Education, and Policy The Ohio State University 2015 Dissertation Committee: Christine Ballengee-Morris, Advisor, Ph.D., Clayton Funk, Ed.D., Karen Hutzel, Ph.D., Jennifer Richardson, Ph.D., Sydney Walker, Ph.D. Copyright by Jason Cox 2015 Abstract This research employs American freeform role-playing games as a media for participatory arts-based inquiry into the relationships and perspectives of professional and pre-service art educators. The role-played performances and participatory discourse re- imagine relationships within a collaboratively imagined educational community that parallel ones from the professional lives of art educators, such as those between school administrators, staff, teachers, students, and parents. Participants use the roles, relationships, and settings they construct to explore themes and situations that they identify as being present in educational communities. These situations represent points of intersection between members of an educational community, such as parent-teacher conferences, community advocacy meetings, or school field trips. The data from each experience takes the form of personal reflections, participant-created artifacts, and communal discourse. By assuming various roles and reflecting upon them, participants gain access to experiences and points of view that provoke reflection, develop leadership capabilities, and enhance their capacity for affecting change within an educational setting. ii Dedication To my wife Alissa and to all of our family & friends for making this journey possible.
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