Social Reconstructionism in Art Education: Art, Critical Pedagogy, and Empowerment in a Junior High Setting

Findings derived from this investigation suggest that social reconstructionist art education, when facilitated through critical pedagogy and proper instructional guidance, has significant potential for empowering art students to examine contemporary social issues and become more informed citizens capable of confronting unjust social relationships. However, there are certain challenges that art teachers need to overcome. Additionally, this study proposes that the paradigm of social reconstructionist art education entail reconceptualization of the field of art education from other critical disciplines such as sociology, visual culture, or media culture studies. To promote art education for social betterment, art teachers, students, and the public must reformulate their perceptions, values, and attitudes toward art that goes beyond appreciating art as a form of aesthetic construct. Several recommendations concerning future development and implementation of social reconstructionist art education are drawn based on this curriculum implementation.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Music

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Chung, Sheng Kuan

Contributors dc:contributor

• Kellman, Julia

• Education, Secondary

Language dc:language

eng

Identifier

(MiAaPQ)AAI3130897

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/85725