{"id":{"repo_id":"texas","oai_identifier":"oai:repositories.lib.utexas.edu:2152/34228"},"canonical_url":"https://search.dev.ndltd.org/etd/texas/oai:repositories.lib.utexas.edu:2152/34228","repository":{"repo_id":"texas","name":"University of Texas","base_url":"https://repositories.lib.utexas.edu/server/oai/request"},"display":{"title":"“Peace to kids and listen to them!” a case study in a summer art program for teens","abstract":"This case study investigates how teens in a low-income community center summer art program expressed their perspectives on their identities and their communities. Constructivist and advocacy paradigms guided the research methodology. The summer art program utilized an emergent asset-based curriculum grounded in social justice art education. Through the mediums of spray-paint stenciling and zine making, students addressed how to improve their communities. Through their stencil designs, the teens tackled complex topics such as immigration and bullying. They then synthesized their ideas of how to create positive community change. Within the summer art program, students expressed their perspectives across fifteen main themes including: immigration, bullying, voice, youth identity, soccer, geographic place, ethnicity, family, friends, the apartments, extracurricular activities, school, respect, perception of self, and economic status. The findings of this study demonstrate and support the integration of youth voice and choice in art education.","abstract_html":"This case study investigates how teens in a low-income community center summer art program expressed their perspectives on their identities and their communities. Constructivist and advocacy paradigms guided the research methodology. The summer art program utilized an emergent asset-based curriculum grounded in social justice art education. Through the mediums of spray-paint stenciling and zine making, students addressed how to improve their communities. Through their stencil designs, the teens tackled complex topics such as immigration and bullying. They then synthesized their ideas of how to create positive community change. Within the summer art program, students expressed their perspectives across fifteen main themes including: immigration, bullying, voice, youth identity, soccer, geographic place, ethnicity, family, friends, the apartments, extracurricular activities, school, respect, perception of self, and economic status. The findings of this study demonstrate and support the integration of youth voice and choice in art education.","abstract_has_math":false,"creators":["Kay, Ariel Emily"],"institution":"The University of Texas at Austin","degree_name":"Master of Arts","degree_level":"Masters","degree_discipline":"Art education","degree_department":null,"school":null,"contributors":[],"advisors":["Bain, Christina"],"committee_chairs":[],"committee_members":["Bolin, Paul"],"year":2015,"date_issued":"2015-12","date_published":"2015-12","updated_at":"2026-07-24T05:00:58Z","subjects":["Community art education","Social justice art education","Social justice","Low-income","Adolescents","Teens","Youth voice","Positive social change","Emergent curriculum","Asset-based curriculum","Street art","Stenciling","Zine","Immigration","Bullying","Summer art program"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["doi:10.15781/T2KJ64"],"render_values":[{"text":"doi:10.15781/T2KJ64","href":"https://doi.org/10.15781/T2KJ64","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2152/34228","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Bain, Christina"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Bolin, Paul"]},{"key":"dc:creator","label":"Author","values":["Kay, Ariel Emily"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-04-15T22:10:39Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-15T22:10:39Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-12"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Art education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The University of Texas at Austin"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Community art education","Social justice art education","Social justice","Low-income","Adolescents","Teens","Youth voice","Positive social change","Emergent curriculum","Asset-based curriculum","Street art","Stenciling","Zine","Immigration","Bullying","Summer art program"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["doi:10.15781/T2KJ64"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2152/34228"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This case study investigates how teens in a low-income community center summer art program expressed their perspectives on their identities and their communities. Constructivist and advocacy paradigms guided the research methodology. The summer art program utilized an emergent asset-based curriculum grounded in social justice art education. Through the mediums of spray-paint stenciling and zine making, students addressed how to improve their communities. Through their stencil designs, the teens tackled complex topics such as immigration and bullying. They then synthesized their ideas of how to create positive community change. Within the summer art program, students expressed their perspectives across fifteen main themes including: immigration, bullying, voice, youth identity, soccer, geographic place, ethnicity, family, friends, the apartments, extracurricular activities, school, respect, perception of self, and economic status. The findings of this study demonstrate and support the integration of youth voice and choice in art education."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["“Peace to kids and listen to them!” a case study in a summer art program for teens"]}]}],"canonical_facts":{"dc:contributor.advisor":["Bain, Christina"],"dc:contributor.committeemember":["Bolin, Paul"],"dc:creator":["Kay, Ariel Emily"],"dc:date.accessioned":["2016-04-15T22:10:39Z"],"dc:date.available":["2016-04-15T22:10:39Z"],"dc:date.issued":["2015-12"],"dc:description.abstract":["This case study investigates how teens in a low-income community center summer art program expressed their perspectives on their identities and their communities. Constructivist and advocacy paradigms guided the research methodology. The summer art program utilized an emergent asset-based curriculum grounded in social justice art education. 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