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New Genres in the Art Classroom: Shifting Ideas and Identities

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New Genres in the Art Classroom: Shifting Ideas and Identities Brigham Young University BYU ScholarsArchive Theses and Dissertations 2015-12-01 New Genres in the Art Classroom: Shifting Ideas and Identities Alyssa Grant Ridge Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Art Practice Commons BYU ScholarsArchive Citation Ridge, Alyssa Grant, "New Genres in the Art Classroom: Shifting Ideas and Identities" (2015). Theses and Dissertations. 5789. https://scholarsarchive.byu.edu/etd/5789 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. New Genres in the Art Classroom: Shifting Ideas and Identities Alyssa Grant Ridge A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Master of Arts Daniel T. Barney, Chair Mark Graham Daniel Everett Department of Art Brigham Young University December 2015 Copyright © 2015 Alyssa Grant Ridge All Rights Reserved ABSTRACT New Genres in the Art Classroom: Shifting Ideas and Identities Alyssa Grant Ridge Department of Art, BYU Master of Arts Secondary art education programs primarily offer courses in traditional mediums like drawing, painting, sculpture, and ceramics. In addition to valuing these traditional art forms, art education research supports integrating new technologies and media in the classroom. However, the possibilities of creating an exclusively contemporary, new genres curriculum have yet to be explored. This study examines the affordances and limitations of a high school-level new genre curriculum and describes how students reacted to these new genres and how their perceptions of art, student-peer relationships, and artist identities changed over time. By introducing students to new genres, the author found students expanded their definitions of art, became excited about art, and created personally relevant and meaningful artwork. The results of this case study may be valuable to art educators desiring to integrate more contemporary art into their curriculum. Keywords: new genre, contemporary art, secondary, curriculum, case study ACKNOWLEDGMENTS I feel privileged to have had the opportunity to study at Brigham Young University. My heart will forever cherish the lessons, skills, and transformation gained by my education here. To my committee: without Daniel Everett’s Time-Based Art class, I may never have gained the confidence or motivation to navigate new genres. Thank you for exposing me to the possibilities of video, sound, and performance. I would like to thank Dr. Daniel T. Barney for his humor, passion, and intellectual brilliance. Thank you for opening my mind to differing perspectives and inspiring me to be the best teacher possible. I am also grateful for Dr. Mark Graham’s mentoring. Thank you for believing in me and allowing me to take ownership of my learning. I appreciate the possibilities provided within your classes. Lastly, but perhaps most importantly, I would like to thank my dear husband for his unfailing love and support. I could not have completed this work without his patience and encouragement. TABLE OF CONTENTS New Genres in the Art Classroom: Shifting Ideas and Identities ....................................................i ABSTRACT .....................................................................................................................................ii ACKNOWLEDGMENTS ..............................................................................................................iii TABLE OF CONTENTS ............................................................................................................... iv LIST OF FIGURES .......................................................................................................................vii Chapter 1: Introduction ................................................................................................................... 1 Gap in the Research ........................................................................................................ 2 A Brief Outline of This Study ......................................................................................... 2 Chapter 2: Literature Review .......................................................................................................... 4 Birth of New Genres and Contemporary Art .................................................................................. 4 Current Discourse of New Genres and Contemporary Art in Art Education ................................. 7 Relevant and Meaningful ................................................................................................ 8 Interdisciplinary .............................................................................................................. 9 Means for Social Justice ............................................................................................... 10 Collaborative and Community Building ....................................................................... 11 Chapter 3: Methodology ............................................................................................................... 17 Application of Case Study Methodology ...................................................................................... 20 Background ................................................................................................................... 21 Site ................................................................................................................................ 22 Participants .................................................................................................................... 22 Methods of Collecting Data .......................................................................................................... 23 Observations and Journaling ......................................................................................... 23 Student Sketchbook and Journal Entries....................................................................... 23 Assignments .................................................................................................................. 24 Artworks and Reflections ............................................................................................. 24 Pre-Course and Post-Course Surveys ........................................................................... 24 Interview ....................................................................................................................... 25 Methods of Analyzing Data .......................................................................................................... 25 Transcribing .................................................................................................................. 25 Coding and Categorizing .............................................................................................. 26 Conclusion .................................................................................................................................... 26 Chapter 4: Data and Analysis ....................................................................................................... 27 iv How does a new genre class change the learning environment? How do interactions among peers and the teacher change as a result of a new genres curriculum? ......................................... 28 TASK Party ................................................................................................................... 28 Video Art ...................................................................................................................... 30 Performance Art ............................................................................................................ 32 Post-Survey Responses ................................................................................................. 42 How do students’ definitions of art and artists expand as a result of a new genre curriculum? How will this case influence students’ attitudes toward art, especially contemporary art? ......... 44 Process Art .................................................................................................................... 44 Digital and Internet-based Art ...................................................................................... 46 Installation Art .............................................................................................................. 47 Post Surveys & Interviews ............................................................................................ 48 Can a contemporary new genre curriculum increase students’ confidence in art making? Do students self-identify as creative, artistic, and/or artists more as a result of this class? ............... 50 Process Art .................................................................................................................... 51 Digital and Internet-based Art ...................................................................................... 53 Installation Art .............................................................................................................. 54 Pre and Post-Surveys .................................................................................................... 57 Conclusion
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