动画自传：以定格动画为催化剂促进艺术课堂中的自我接纳.pdfVIP

ANIMATEDAUTOETHNOGRAPHIES:USINGSTOPMOTION

ANIMATIONASACATALYSTFORSELF-ACCEPTANCE

INTHEARTCLASSROOM

JeremyMichaelBlair

DissertationPreparedfortheDegreeof

DOCTOROFPHILOSOPHY

UNIVERSITYOFNORTHTEXAS

August2015

APPROVED:

LauraEvans,MajorProfessor

TerryBarrett,CommitteeMember

MaryStokrocki,CommitteeMember

AmyKraehe,CommitteeMember

MickeyAbel,InterimChairofthe

DepartmentofArtEducation

CostasTsatsoulis,InterimDeanofthe

ToulouseGraduateSchool

Blair,JeremyMichael.AnimatedAutoethnographies:UsingStopMotionAnimationasa

CatalystforSelf-AcceptanceintheArtClassroom.DoctorofPhilosophy(ArtEducation),

August2015,181pp.,34figures,references,329titles.

Asadoctoralstudent,Iwasaskedtoteachacoursebasedonemergingtechnologiesand

postmodernmethodsofinquiryinthefieldofarteducation.ThecoursewastitledIssuesand

ApplicationsofTechnologyinArtEducationandIdevelopedamethodofinquirycalled

animatedautoethnographyforpre-servicearteducatorswhileteachingthiscourse.Throughthis

dissertation,Idescribe,analyze,interrogate,value,contextualize,reflecton,andartisticallyreact

totheautoethnographicanimatedprocessesoffivepre-servicearteducatorswhowereenrolled

inthecourse.Iinterviewedthefiveparticipantsbeforeandafterthecreationoftheiranimated

autoethnographiesandincorporatedactor-networktheorywithinthetheoreticalanalysistostudy

howthe