Dissertation/ Thesis
Crowning Glory: Black Hair, Identity, and Creative Expression in Art Education
| Τίτλος: | Crowning Glory: Black Hair, Identity, and Creative Expression in Art Education |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Jayna Scott |
| Πηγή: | Online Submission. 2026M.A. Thesis, Moore College of Art and Design. |
| Peer Reviewed: | N |
| Page Count: | 148 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Dissertations/Theses - Masters Theses |
| Education Level: | Secondary Education |
| Descriptors: | Art Education, Creative Activities, Secondary School Students, Culturally Relevant Education, Human Body, Self Concept, Blacks, African Americans, Art Activities, Visual Arts, Cultural Influences, Social Influences, Racism, African American History, African American Culture |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | ED681803 |
| Βάση Δεδομένων: | ERIC |
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