Date of Graduation

5-2024

Document Type

Thesis

Degree Name

Master of Arts in Art Education (MA)

Degree Level

Graduate

Department

Art

Advisor/Mentor

Kathy J. Brown

Committee Member

Paulina Camacho-Valencia

Second Committee Member

Séan P. Connors

Keywords

Arts-Based Research; Drawing; New Materialism; Self-Study; Semiotics

Abstract

This arts-based self-study aimed to investigate the dynamic interplay of semiotic relationships and art pedagogical praxes through objects within the researcher’s art classroom. Utilizing interdisciplinary perspectives of semiotics, the new materialist concept of thing-power, and art scholarship, this arts-based self-study explores how inanimate objects possess the ability to influence and reflect pedagogical ideologies. The literature review provides an overview of educational semiotics, new materialist theory with a focus on the concept of thing-power, and drawing as a form of scholarship. It examines the communicative ability of the educational environment, elaborating on the role of objects as signs and symbols in the construction of meaning-making and knowledge construction; the implications of thing-power for understanding the agency of objects and their capacity to act within social and educational contexts; and the insights that artistic process such as drawing can elucidate, allowing for the (re)construction of knowledge around the object being drawn. Adopting arts-based methods of drawing and reflective writing, the research explores the semiotic relationships embedded in the objects contained in the researcher’s art classroom. The concept of thing-power emerges as a theoretical lens through which the researcher reframed their understanding of classroom contents, recognizing their agency and potential to shape educational experiences. The results of the study reveal nuanced insights into the semiotic relationships between objects and pedagogical practices. Through drawing and reflective writing, layers of meaning embedded in classroom contents were uncovered, shedding light on three distinct themes: power dynamics, active deception, and prioritization. While acknowledging the limitations inherent in artistic representation and (re)interpretations of meanings, the study calls for further research to explore the applicability of its findings in diverse educational contexts. It advocates for the integration of thing-power and arts-based methods into reflecting on pedagogical practices, highlighting the potential for enriched teaching and learning experiences. By embracing thing-power and arts-based methods, educators can deepen their understanding of the dynamic interplay between materiality and learning, fostering inclusive and equitable educational environments that prioritize student agency and engagement.

Download

Share

COinS