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A Measurement of Instructional And © 2007 ELISA GARGARELLA ALL RIGHTS RESERVED LANDMARKS FOR CHANGE: A CASE STUDY EXAMINING THE IMPACT OF A COMMUNITY-BASED ART EDUCATION PROGRAM ON ADOLESCENTS A Dissertation Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Elisa Gargarella May, 2007 LANDMARKS FOR CHANGE: A CASE STUDY EXAMINING THE IMPACT OF A COMMUNITY-BASED ART EDUCATION PROGRAM ON ADOLESCENTS Elisa Gargarella Dissertation Approved: Accepted: ___________________________________ ___________________________________ Dr. Carole Newman Dr. Bridgie Ford Co-Advisor Department Chair ___________________________________ ___________________________________ Dr. Sandra Spickard-Prettyman Dr. Patricia Nelson Co-Advisor Dean of the College ___________________________________ ___________________________________ Dr. Kevin Concannon Dr. George Newkome Committee Member Dean of the Graduate School ___________________________________ ___________________________________ Dr. Sharon Kruse Date Committee Member ___________________________________ Dr. Susan Olson Committee Member ii ABSTRACT Critics of contemporary schooling practices posit that many students will not have the necessary resources to meet the challenges or to address the pressing issues of the 21st century. Modernist ideals like self-governing individualism, competitiveness, conformity, objective knowledge, subjective realities, racial progress, and male dominance still shape the ways adolescents are taught in society. Education practices in which modernist tendencies still exist may make it difficult for youth to navigate an increasingly pluralistic and complicated world and may make it increasingly difficult to maintain community attachment or an investment in their futures (Lesko, 2001). This qualitative case study examined what can happen when youth are given the skills and the opportunities to invest in their own future or the futures of their communities. The primary purpose of this study was to explore an understanding of a community-based art education program and its role in helping young people become more connected to their communities and more engaged in matters of social change. I drew theoretically and methodologically from a research approach that incorporated postmodern theory and practice into a community-based art education framework in order to better explain the complexities of youth growth and change in contemporary society. Through this lens, it appeared that the “Artists as Activists Program” encouraged social responsibility through community-based art works by engaging multiple people in iii meaningful creativity and including the narratives of young people in making art for the public. This community-based art education program built on postmodern principles allowed students to learn about and develop a connection to their communities through art-making as well as to develop the skills necessary to become engaged citizens in social change. This study presents evidence that community-based art education has the potential to help youth use their art as a mechanism to connect to their communities and to recognize their role in creating personal and collective landmarks for change. iv ACKNOWLEDGEMENTS As methodologist and co-chair of my dissertation, Sandra Spickard-Prettyman has guided me through my academic career with great intelligence, attuned sensitivity, and genuine interest in helping me to be more reflective and profound in all my work. She has helped to build my confidence in writing my dissertation and has given me a stronger voice as a researcher and as an educator. Dr. Prettyman has also been a terrific mentor by encouraging and helping me to publish and present my work on the national scene. Carole Newman, the other co-chair for my dissertation, was kind and encouraging to me throughout my entire study. Her enthusiasm for my work, practical advice, ability to synthesize my writing, and nurturing demeanor all added to the conceptualization, implementation, and writing of this research. Susan Olson, my academic advisor, was extremely helpful in guiding me through the dissertation process and doctoral studies program. She was always available to explore ideas and to offer intellectual and personal advice. Dr. Olson asked essential questions of me and challenged me to define and maintain a strong theoretical and conceptual framework throughout my study. Kevin Concannon proved to be an invaluable member of my dissertation committee. With expertise in the fields of both art history and art education, Dr. Concannon introduced me to a great number of artists, movements, and researchers who v have made impacts on the development of community-based art education. His insight provided me with real inspiration and a scholarly and historical backing for this research. Sharon Kruse was the voice of pragmatism on my dissertation committee. She provided explicit feedback and directions for this paper. Dr. Kruse’s critical examination of my work forced me to think reflectively about my work and pushed me to really tighten my chapters. Her advocacy for my work and quiet support always made me feel confident that I could create a valuable research study. I wish to thank the youth participants in the Artists as Activists Program for allowing me to explore my curiosities about their culture, for trusting me to tell their unique stories. Each of the students in the program served as the ultimate inspiration for my work. It is my hope that anyone who reads this study recognizes the potential of today’s youth to make great strides in their communities. My family has been a major system of support for me throughout this entire process. My husband, Dawson Steeber, was kind and compensating. He gave me physical space when I needed to work, and most importantly, the emotional support when I needed it most. My parents, Gaetano and Diann Gargarella, created an environment throughout my life that helped inspire my love of learning, my desire to enhance the lives of young people, and my competitive nature. Their intellect and senses of humor have helped to shape my ways of thinking and living in ways I am most thankful for. My sister, Gianina Gargarella, and brother, Gabriel Gargarella, have been so supportive and forgiving of my time spent immersed in the process of writing this paper. My mother-in- law and father-in law, Judith and Ralph Steeber, supported me with love and many prayers. vi TABLE OF CONTENTS Page LIST OF TABLES...................................................................................................... xii CHAPTER I. INTRODUCTION................................................................................................1 Introduction.....................................................................................................1 Impacts of Postmodernism and Community-based Art Education on Adolescent Growth and Change .................................................................5 Theoretical Framework...................................................................................7 Personal Groundings.......................................................................................9 Statement of the Problem..............................................................................13 Purpose of the Study.....................................................................................14 Research Questions.......................................................................................14 Methods........................................................................................................15 Background of AAP .....................................................................................16 Significance and Benefits of Study...............................................................17 Assumptions .................................................................................................18 Delimitations.................................................................................................19 Definitions and Operational Terms...............................................................20 Summary.......................................................................................................22 vii II. REVIEW OF LITERATURE.............................................................................25 Introduction...................................................................................................25 Part I: Broad Concepts of Postmodernism....................................................26 Defining Postmodernism ..........................................................................26 The Modernism/Postmodernism Relationship..........................................28 Part II: Postmodern Intersections With Art Education .................................30 Community-based Art...............................................................................32 Exploring Community-based Art Education ............................................33 Part III: Impacts of Postmodernism and Community-based Art Education on Adolescent Development....................................................37 Societal Trends Affecting Adolescents.....................................................38 Adolescents and Social Change................................................................41 Positive Pathways to Adulthood ...............................................................42 Adolescent Transition to Adulthood.........................................................42
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