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The “I” of the Text: a Psychoanalytic Theory Perspective on Students

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The “I” of the Text: a Psychoanalytic Theory Perspective on Students The “I” of the Text: A Psychoanalytic Theory Perspective on Students’ Television Criticism Writing, Subjectivity, and Critical Consciousness in Visual Culture Art Education Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Vittoria S. Daiello, B.F.A., M.A. Graduate Program in Art Education The Ohio State University 2011 Dissertation Committee: Candace J. Stout, Advisor Sydney Walker Jennifer Eisenhauer Copyright by Vittoria S. Daiello 2011 Abstract This qualitative, interpretive case study uses a psychoanalytically informed theory base to examine students’ perceptions of television criticism essays and writing processes created in the undergraduate course Criticizing Television, which was developed and taught by the researcher from 2005—2009. The impetus for this research emerges from gaps in the art education literature on the issue of visual culture criticism writing pedagogies. In this case study, the focal concepts critical consciousness and subjectivity guide consideration of multiple data sources, including students’ criticism essays, E-mail correspondence, online survey, researcher’s teaching journal, and literature from art education, composition studies, and psychoanalytic studies in education. Resulting from this research of students’ criticism writing is the development of an impasse methodology, a psychoanalytically informed perspective on reflexive readings of, and responses to, students’ criticism writing. The case study conceptualizes the research results as consequences, within which are embedded suggestions for future research and practice. By problematizing visual culture criticism writing within existing, traditional art criticism paradigms, the research addresses a significant gap in art education theory and practice in regard to student writing and subjectivity in contemporary visual culture art education. ii Dedicated to Edward and Barbara Daiello iii Acknowledgments This dissertation research would not have been possible without the support and encouragement of many people, over many years. There were numerous possibilities for re-presenting my experiences of teaching writing in the Criticizing Television course, myriad choices for storying the case study data and its evocations into texts that might gesture toward, as well as demonstrate, the complicated tasks of writing criticism and thinking critically. I am first and foremost grateful to the students who shared so generously their personal experiences with television and their thoughts about writing criticism in the course. Dr. Candace Stout has been an extraordinary mentor and friend; her patience and good judgment have been an invaluable source of strength for me throughout the years. There were many times when I could barely articulate what I was seeking in my research. Candace’s unflagging belief in my ability to create structures of intelligibility and her certainty that I would succeed in articulating what often seemed so ineffable gave me the courage to push against the limits of my understanding. I am not only indebted to Candace for the many, many hours she has given to the reading and discussion of my work, I eagerly anticipate our future conversations about writing and research. I am grateful to Dr. Sydney Walker for her ongoing support of my work. Our long conversations about Lacanian theories were not only exhilarating to experience at the time they occurred, they also provided me with approaches to thinking and inquiry that continue to inform my work in the present. Thanks are also due to Dr. Jennifer Eisenhauer for her recent assistance with the dissertation research. Her artwork and her art education research have been a source of great inspiration. Dr. Terry Barrett’s wisdom and mentoring are greatly appreciated. Five years ago, he asked me to develop the Criticizing Television course; many wondrous learning experiences, as well as the impetus for this research, followed from this generous iv invitation. I continue to learn from Dr. Barrett’s important work in art education, and I am grateful for his unceasing belief in me and his ongoing enthusiasm for my research. I am also thankful for the generous support and guidance provided by Dr. Pat Stuhr, Chair of the Art Education Department. Her kindness and generosity was complemented by institutional support of my teaching and research. Relatedly, I am grateful to Dr. Chris Manion of the Writing Across the Curriculum (WAC) program and Dr. Dickie Selfe of the Center for the Study and Teaching of Writing (CSTW) at The Ohio State University. Their vast knowledge about students’ and instructors’ writing processes across the disciplines was an invaluable resource that strengthened my research of writing in art education. As a result of my own dissertation journey, and listening to the experiences of other graduate student researchers, I’ve learned that performing doctoral research not only necessitates mastering a body of knowledge but also involves managing the condition of being lost and learning to build structures of sense within the lost-ness. Mindi Rhodes, an artist, art education scholar, and researcher herself, once referred to research as “losting.” I am grateful to Mindi for her wise and imaginative observations and her buoyant good cheer throughout the years. Other friends and fellow graduate students provided support and inspiration during the ‘losting process’: I am indebted to Loring Resler, Laura Hetrick, and Katie Linder for their ever-present friendship and optimism. Finally, the love and support of my family surrounded me at all times, making this journey possible. My mother and father, Edward and Barbara Daiello, taught me to follow my passion and never give up. In addition, Erik and Anna Hammersmith’s unceasing love for me and their unwavering faith in my creative vision gave me the will and determination to persevere. I am deeply moved by their belief in me and their understanding of my drive to realize my dreams. And, dear friend Bob Hust arrived at just the right moment, providing boundless love and enthusiasm. His good questions and thought-provoking observations about the research and about life sparked many conversations that I am eager to continue. v Vita 1982 ....................................................................Bellevue Senior High School 1999.....................................................................B.F.A, Ohio Wesleyan University 2005.....................................................................M.A. Art Education, The Ohio State University 2002 to 2009 .......................................................Graduate Teaching Associate, Department of Art Education, The Ohio State University 2008 to 2009........................................................Graduate Writing Consultant, Writing Across the Curriculum, The Ohio State University 2010 to present....................................................Assistant Professor of Art Education, College of Design, Architecture, Art, and Planning, University of Cincinnati Publications Daiello, V. (2010). (K)not an impasse: Working through Lacanian theory as research methodology. Visual Arts Research, 36(2), 83-102. Daiello, V. (2010). Silences between words and world: Deconstruction and the evolution of an inquiry [PowerPoint image sequence]. In Terry Barrett, Making Art: Form and Meaning. New York: McGraw Hill. Daiello, V. (2008). Ephemera in art. ChildArt: The Magazine of the International Child Art Foundation, 11(2), 6-8. Daiello, V. with Walker, S., Hathaway, K., & Rhoades, (2006). Complicating visual culture. Studies in Art Education, 47(4), 308-325. Daiello, V. with Barrett, T., Blackson, V., & Goffos, M. (2006). God: The taboo topic in art education. The Journal of Social Theory in Art Education, 26, 58-84. Awards Graduate Associate Teaching Award, 2007, The Ohio State University Manuel Barkan Dissertation Award, 2008, The Ohio State University Fields of Study Major Field: Art Education vi Table Of Contents Abstract ……………………….………….…………………...............……..ii Dedication…………………………….………….……….........…………....iii Acknowledgments ………………………….………….…………………... iv Vita …………………………….………….…………................…………...vi List of Tables …………………………….………….…………...…..…......xv List of Figures …………………………….………….………....………….xvi I. CHAPTER ONE: Introduction Preface | Subtext: Caught between not seeing and seeing too much.............................................1 Introduction: Situating the Research................................................................6 Background of the Criticizing Television Course........................................... 9 Origin of the Research....................................................................................11 Early, Emergent Questions.............................................................................16 Desiring | Writing: The Shape and Texture of Critical Consciousness..........20 The “I” of the Text..........................................................................................22 The Paradoxical I/Eye of the Text: Writing Intersubjectivity and Relational Space .....................................................................................24 Psychoanalytic Research Methodology and the Case Study.........................30 Transference and Countertransference: The Hidden Curriculum..................32 Contextualizing the Research: Desire for/as Disruptive Methodology..................................................................................................35
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