Institutional Scholarship

"The arrow means never give up": Art Education: A Case Study in the School District of Philadelphia

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dc.contributor.advisor Uygun, Banu Nilgun Kay, Ariel 2012-07-31T18:36:24Z 2012-07-31T18:36:24Z 2012
dc.description.abstract Through ethnographic research in two elementary schools in the School District of Philadelphia, this thesis investigates the purpose and position of Art Education in public schooling in the U.S. Art lies in the periphery of public education as education turns to a neoliberal state of scientific measurement (assessment through standardized testing) and economic framework, in which Art Education is not easily quantifiable or profitable. Through participant-observation and interviews I found that students, parents, teachers, and principals of the two schools I performed research in value Art Education and feel strongly that Art class should remain a part of U.S. school children’s education. Art Education provides needed social and interpretive skills for success in the work force and students gain capital by partaking in Art programs. Art provides a space in public education for students to express their emotions, identity, and lived experiences. Through Art Education students gain critical skills and the ability to take symbolic action. The possibilities for Art Education grow if the resources for art programs are present and the teacher is intent on utilizing Art class as a site for critical pedagogy. en
dc.description.sponsorship Haverford College. Dept. of Anthropology
dc.language.iso en_US en
dc.subject.lcsh Art -- Study and teaching
dc.subject.lcsh Art -- Study and teaching -- Pennsylvania -- Philadelphia
dc.title "The arrow means never give up": Art Education: A Case Study in the School District of Philadelphia en
dc.type Thesis (B.A.) en
dc.rights.access Open Access

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