{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110418"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110418","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Teaching cosplay: A theoretical curriculum using critical pedagogy and visual culture art education","abstract":"During my time as an MFA student, my cosplay-based art was often met with misunderstanding or criticism. I found that many of my peers and professors did not understand cosplay to be a form of artistic practice nor did they see it as a meaningful form of identity expression. While cosplay can be defined as the act of dressing up as a popular culture character, this definition fails to convey the criticality, identity exploration, and craft that are involved in its creation. Therefore, this thesis used critical pedagogy and visual culture art education (VCAE) to create a college-level cosplay curriculum. The intention of this curriculum is to promote students to think critically about their interaction with popular culture and fandom, to explore the construction of identity, and to use cosplay as a form of artistic practice. I developed curriculum documents consisting of a class syllabus and four project documents using theories of cosplay identity, critical pedagogy, and VCAE. I then present these documents and justify their content and classroom practice using critical pedagogy and VCAE. The results indicate that cosplay, when taught in a critical manner, can foster student engagement in identity construction and critical thinking. As the curriculum is theoretical, further research is necessary to determine the curriculum’s effectiveness and practicality.","abstract_html":"During my time as an MFA student, my cosplay-based art was often met with misunderstanding or criticism. I found that many of my peers and professors did not understand cosplay to be a form of artistic practice nor did they see it as a meaningful form of identity expression. While cosplay can be defined as the act of dressing up as a popular culture character, this definition fails to convey the criticality, identity exploration, and craft that are involved in its creation. Therefore, this thesis used critical pedagogy and visual culture art education (VCAE) to create a college-level cosplay curriculum. The intention of this curriculum is to promote students to think critically about their interaction with popular culture and fandom, to explore the construction of identity, and to use cosplay as a form of artistic practice. I developed curriculum documents consisting of a class syllabus and four project documents using theories of cosplay identity, critical pedagogy, and VCAE. I then present these documents and justify their content and classroom practice using critical pedagogy and VCAE. The results indicate that cosplay, when taught in a critical manner, can foster student engagement in identity construction and critical thinking. As the curriculum is theoretical, further research is necessary to determine the curriculum’s effectiveness and practicality.","abstract_has_math":false,"creators":["Dyer, Connor"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Art Education","degree_department":null,"school":null,"contributors":["Hetrick, Laura"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T01:10:35Z","date_published":"2021-09-17T01:10:35Z","updated_at":"2026-07-22T22:24:50Z","subjects":["Cosplay","art education","critical pedagogy","visual culture art education","curriculum","fandom"],"languages":["en"],"rights":["Copyright 2021 Connor Dyer"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110418","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hetrick, Laura"]},{"key":"dc:creator","label":"Author","values":["Dyer, Connor"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T01:10:35Z","2021-02-25","2021-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Art Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Cosplay","art education","critical pedagogy","visual culture art education","curriculum","fandom"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Connor Dyer"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110418"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["During my time as an MFA student, my cosplay-based art was often met with misunderstanding or criticism. I found that many of my peers and professors did not understand cosplay to be a form of artistic practice nor did they see it as a meaningful form of identity expression. While cosplay can be defined as the act of dressing up as a popular culture character, this definition fails to convey the criticality, identity exploration, and craft that are involved in its creation. Therefore, this thesis used critical pedagogy and visual culture art education (VCAE) to create a college-level cosplay curriculum. The intention of this curriculum is to promote students to think critically about their interaction with popular culture and fandom, to explore the construction of identity, and to use cosplay as a form of artistic practice. I developed curriculum documents consisting of a class syllabus and four project documents using theories of cosplay identity, critical pedagogy, and VCAE. I then present these documents and justify their content and classroom practice using critical pedagogy and VCAE. The results indicate that cosplay, when taught in a critical manner, can foster student engagement in identity construction and critical thinking. As the curriculum is theoretical, further research is necessary to determine the curriculum’s effectiveness and practicality.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, Connor Dyer, accepted the attached license on 2021-02-23 at 16:58.","The student, Connor Dyer, submitted this Thesis for approval on 2021-02-23 at 17:04.","This Thesis was approved for publication on 2021-02-25 at 16:22.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16176 on 2021-09-16 at 16:40:05","Made available in DSpace on 2021-09-17T01:10:35Z (GMT). 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While cosplay can be defined as the act of dressing up as a popular culture character, this definition fails to convey the criticality, identity exploration, and craft that are involved in its creation. Therefore, this thesis used critical pedagogy and visual culture art education (VCAE) to create a college-level cosplay curriculum. The intention of this curriculum is to promote students to think critically about their interaction with popular culture and fandom, to explore the construction of identity, and to use cosplay as a form of artistic practice. I developed curriculum documents consisting of a class syllabus and four project documents using theories of cosplay identity, critical pedagogy, and VCAE. I then present these documents and justify their content and classroom practice using critical pedagogy and VCAE. The results indicate that cosplay, when taught in a critical manner, can foster student engagement in identity construction and critical thinking. As the curriculum is theoretical, further research is necessary to determine the curriculum’s effectiveness and practicality.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, Connor Dyer, accepted the attached license on 2021-02-23 at 16:58.","The student, Connor Dyer, submitted this Thesis for approval on 2021-02-23 at 17:04.","This Thesis was approved for publication on 2021-02-25 at 16:22.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16176 on 2021-09-16 at 16:40:05","Made available in DSpace on 2021-09-17T01:10:35Z (GMT). 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