Making the Familiar Strange: Teachers' Interpretations of Community Art: A Case Study

Bastos, Flavia María

doi:10.17077/2326-7070.1357

Cited by 1 publication

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“…Given that the arts speak culturally, ritually, and socially (Dissanayake, 1988), the use of community art to expose and nurture inherent collective identities of minorities (Lowe, 2000) can provide a catalyst for change through local community development (Jones, 1988) and regeneration (Kay, 2000). Bastos (1998) presented art education in light of social responsibility and action through community-based art education as a social activist approach, which can address a community s needs through recognizing the social capital in the community. Gude (2000) engaged others in artmaking through social action approaches and has translated her collaborative artmaking strategy into her university teaching.…”

Section: Community Collective Identity and Artmentioning

confidence: 99%

“…I implemented an asset-based community art curriculum to examine participants' sense of community and as an attempt to encourage social reconstruction through action. The curriculum incorporates social action methods of art education (Anderson & Milbrandt, 2005;Bastos, 1998), service-learning (Taylor, 2002(Taylor, , 2004, community art (Adejumo, 2000;Emme, 1998), and community development (Green & Haines, 2002;Kretzmann & McKnight, 1993) in recognizing the important role of local residents in the sustainable regeneration of their community. In this article, I theoretically and pragmatically examine the collective identities and perceptions of this urban, African-American communit)', actively considering my methods as a researcher and art educator in this community.…”

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confidence: 99%

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Reconstructing a Community, Reclaiming a Playground: A Participatory Action Research Study

Hutzel

2007

Studies in Art Education

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This article describes a participatory acrion research study rhat examined participants' perceptions ot community and of rhe Wesr End neighborhood in Cincinnati, Ohio, where the study took place. It is argued rhat oppressive situations have developed strong collective identities and social capital among residents, which can lead to the development of community art as a catalyst for social change and inform community-based art education. An asset-based community art curriculum was implemented and two murals were developed. Results from the study indicare that participants conceive of community, in general, as a safe, happy place that is clean and green, and the West End as a place with strong social bonds despite suffering from trash, violence, and drugs. Results also indicate that participants increasingly realized their own ability to affect cbange in tbeir community to improve tbe landscape and promote a cleaner, greener place through art. Data reveal that the community art curriculum contributed to social chatige in the neighborhood by highlighting rhe role of neighborhood children and reclaiming a playground thai bad been associated witb drugs and violence.

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Section: Community Collective Identity and Artmentioning

confidence: 99%

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confidence: 99%