| Περίληψη: |
This qualitative study examines how a hair-centered, culturally responsive art activity can support identity exploration, self-expression, and cultural reflection among secondary art students. Rooted in culturally responsive pedagogy and identity-based art-making, the study explores how Black hair, understood as both a cultural symbol and a form of visual storytelling, can serve as a meaningful entry point for discussions of identity, representation, and history within art education. The research focuses on a self-guided art packet titled "Crowning Glory: Black Hair, Identity, and Creative Expression," designed to introduce students to the historical and cultural significance of Black hair through short readings, reflective writing prompts, and art-making activities. Participants included three secondary visual art students who voluntarily completed the packet independently. Data sources consisted of student-written reflections, sketches, artwork, artist statements, and an end-of-packet survey. Data were analyzed using qualitative thematic analysis and inductive coding to identify recurring themes related to identity, cultural awareness, representation, and self-expression. Findings suggest that culturally grounded, identity-based art activities can encourage deeper student reflection, strengthen cultural awareness, and create opportunities for meaningful self-expression within secondary art education. The study contributes to art education scholarship by demonstrating how hair-centered art-making can function as a culturally responsive teaching practice that supports inclusive and reflective learning experiences. |