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Home CCSU Theses & Dissertations The gender-balanced art curriculum : a journey / Michelle L. Nassau

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The gender-balanced art curriculum : a journey / Michelle L. Nassau

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Identifier	Thesis 1536
Author	Nassau, Michelle L
Title	The gender-balanced art curriculum : a journey / Michelle L. Nassau
Publisher	Central Connecticut State University
Date	1999
Resource Type	Master's Thesis
Notes	This qualitative study documented the journey of both teacher and students as they explored a gender-balanced approach to the sixth-grade art curriculum. The study focused on broadening student perspectives, demystifying male and female artists, and breaking down discriminatory attitudes and stereotypes. An investigation of sixth-grade students perceptions, production, and reflections as curricular changes were implemented offered valuable data used to develop of a transferable model for change. A review of literature provided a range of implementation strategies aimed at correcting the underrepresentation of female artists in art curricula and revaluing the often exclusionary practices and attitudes of the art world. The organization and structuring of current theory was followed by three months of practical application in the art classroom. During this time, a cyclical methodology allowed for planning, acting, data collection, analysis, replanning, further action, etc. Sources for data collection included processfolio reviews, focus group interviews, and a reflective teacher journal. In the study, three intact sixth-grade classes were introduced to the stereotypically feminine medium of sewing and were exposed to several examples of sewn products in both traditional and nontraditional artworks. Students' highly successful studio experiences in the gendered medium allowed for a discussion of the accuracy of stereotypes. In a second lesson, students learned about Renaissance portraiture and were provided with both male and female exemplar from that time period. Students were able to comment on similarities between the two artists' work and differences in the obstacles each faced. In preparation for a self portrait studio experience, students participated in a game aimed at presenting socio-cultural contexts of artworks and providing structure for perceptual comments. The increased focus on contexts along with the game atmosphere seemed to enhance students' perceptual awareness. Many of the relative successes and challenges at each step of the implementation process were documented through observational data recorded by the teacher in a reflective journal. A number of suggestions for curricular additions were gleaned from this documentation and presented in a framework: 1) perceptual objectives of the framework invited students to explore both mainstream and hiddenstream art, particularly within the structure of a discovery game or activity; 2) production objectives included allowing students to experience success in a typically gendered medium and to pull from a variety of sources to form personal imagery in their artworks; and 3) reflective objectives stressed the importance of students' personal response to artworks, reflections on art experiences, and comparisons among artworks created by class participants. Additional data were gathered from interviews and activities conducted with two focus groups, each consisting of two male and two female students from intact table groups. The two groups also provided the individual students chosen for one-on-one processfolio reviews. Pivotal to the investigation were discussions of students' written responses to a prompt asking them to compose a personal letter to one of the Renaissance artists covered in class. The female students who wrote to the woman artist seemed more confident in their own skills, more receptive to the lessons, and their writings more closely resembled the male students' writings. This evidence alludes to many possible benefits gender-balance could provide female students. Evidence that both male and female students were broadening their perspectives, that they were gaining a more complex picture of artistic production, and that they had begun to address stereotypes, clearly supports further gender research in art education. Suggestions for future research include an examination of the combined effects of race, ethnicity, and gender in art, as well as more focused attention to artists working three-dimensional artforms. Other grade levels and student populations would also benefit from the development of gender-balanced art curricula.
Subject	Educational equalization Art -- Study and teaching (Elementary) -- Curricula
Department	Department of Art
Advisor	Broadus-Garcia, Cassandra
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	42454022
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The gender-balanced art curriculum : a journey / Michelle L. Nassau

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