Assemblage: Raising Awareness of Student Identity Formation through Art

Autor/in	Drouin, Steven D.
Titel	Assemblage: Raising Awareness of Student Identity Formation through Art
Quelle	In: Multicultural Education, 22 (2015) 3-4, S.59-61 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Consciousness Raising; Art Education; Self Concept; Grade 11; High School Students; Writing (Composition); Student Diversity; Personal Narratives; Teaching Methods; Class Activities + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Selbstkonzept; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schreibübung; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Asking students to physically construct manifestations of their identities is not necessarily a new technique, but the author wanted students to experience the iterative and fluid nature of identity formation with the hopes of beginning a longer discussion of how other individuals, groups, and varying contexts shape identities with and without permission. For the assemblage activity, presented in this article, 24 ethnically diverse 11th grade students from predominantly middle class backgrounds sat at desks in groups of four, each group separated from one another. On each desk was a container filled with various artifacts. Each student was given three minutes of class time to present her or his assemblage to their group. Group members were instructed to take detailed notes on the artifacts and stories shared. Once all four members had presented, students were instructed to write a first-person narrative as if they themselves were the person to their left. The narrative would explain how the student to their left constructed their identity. The assemblage activity is a good starting point leading toward more complex questions. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01