dissertation proposal by temi rose 2/20/02
Table of Contents
CHAPTER ONE: THE PROBLEM STATEMENT
A National Perspective
Art in Academia: Valuing Aesthetic Cognition
Technology in Education: Ethical Considerations
Art and ritual.
Learning, Change and Democracy
Rationale for this Study
CHAPTER II: LITERATURE REVIEW
Introduction: Weaving a Web
Art in Schools: Theory
Justice, Responsibility and Care
Conversational Reality
Motivation and Learning
Adult Education
Action Research: Methodology and Principles
Art in Schools: Practice
Technology in Schools
Conclusion: Seeking an Articulation
CHAPTER III: METHOD
The Site
The Participants
Data Sources
Procedure
Researcher's Role
Data Analysis
APPENDIX I - THE STATE GUIDELINES FOR TECHNOLOGICAL
EDUCATION
APPENDIX II - THE STATE GUIDELINES FOR ART EDUCATION
APPENDIX III – LETTER FROM RESEARCHER TO THE CAMPUS
LEADERSHIP COMMITTEE
APPENDIX IV– FROM THE FINE ARTS ACADEMY COORDINATOR:
E-MAIL INITIATING CONTACT WITH RESEARCH COMMUNITY
BIBLIOGRAPHY
CONCLUSION: SEEKING AN ARTICULATION
A complete articulation of the ethical use of information technology in education
would require all of Gardner’s intelligences and the representation of
all of Hirst’s domains of knowledge. This study can only begin the struggle
towards articulation by concerning itself with the integration of information
technology with one aspect of academia, the arts curriculum.
We have established that knowledge is embedded in, and derives from, experience
and that, for democracy to exist, democratic experiences must play a significant
role in educational experience. Further, we have discussed art’s educational
significance being primarily in the nature of its praxis, not in the value of
its products. In addition, we addressed adult education strategies based on
self-actualization and group knowledge. We have explored the interrelationship
of art and science and the fallacy inherent in their polarization. We have endeavored
to describe the power of delicacy and the strength of care for initiating change.
Most importantly, we have reiterated that, above and beyond all other concepts,
the most critical to this action and qualitative research study is the realization
that people are the means and the ends of education, art, experience and democracy.
Before moving on to the method chapter, I would like to share some of the hopes that I carried with me upon entering the research site. First, by helping a small group in a particular school develop the confidence to engage in participatory creativity, I hoped to contribute to a process of creative conflict that would last well beyond my consultancy. I dreamt that this process of creative conflict once initiated, would establish itself as a ritual and then a custom widely held and evolved enough to support all manner of negotiated meanings. I hoped, by articulating an experience of art and technology integration in a specific high school, I might join my efforts with those of other artists, technologists, and educational theorists who wish to diminish the destructiveness of educational mythologies that polarize and divide. next