An exploration of the influence of the acculturation process on an artist\u27s practice and the implications for education

This Creative Arts Project investigates the relationship between expression in the visual arts and the process of acculturation. The focus of the study is my personal negotiation of this process. The descriptive study is about engagement with the organic world and its past and present dialogues within the ongoing process of acculturation. I have explored the connection between nature, culture and art using a phenomenological research method. The propositions that we do not see things as they are; we see things as we are (Talmud), and that as visual artists we are the \u27architects of our own experience\u27, (Eisner, 2001) are explored. The reflexive nature of visual arts activity is acknowledged and the impact of cultural influences and natural environment on the choice of subject matter is examined. My investigation of a new physical environment is facilitated through the medium of a third cultural aesthetic that makes reference to the art and design of Japan. The Project is divided into two parts. Part one is the thematic exhibition and part two is this exegesis that explains and supports the research. Documentation of the project also takes the form of visual diaries that record phenomena and explain design development through drawing and painting. The main research question is directed towards evidence of the reflexive nature of the acculturation process as manifested in the work of the researcher. It is: How is the process of acculturation manifested in the visual artworks of the individual who has entered a new physical and cultural environment? Whilst acknowledging that the acculturation process is unique to the individual I believe that phenomenon experienced in this way has value in classroom practice. Therefore the secondary question is: What implication does this have for the visual arts curriculum? The significance of this Creative Arts Project for the visual arts curriculum is seen in the interaction of culture, personal experience and environment as integral parts of the creative process. Through my own process I have found that there are connections between past and present life-worlds that influence expression in the visual arts. Heritage and experience of the natural environment are linked to this process. Exploration of these phenomena within the classroom may lead to a clearer understanding of the nuances of a new physical environment. This research has been influential in the development and production of curriculum material for a Western Australian educational institution. The materials are displayed as part of the thematic exhibition. It is hoped that the publicising of this research may be seen as having value for the development of a multicultural visual arts curriculum

Seeing History through Literature: An Interdisciplinary Unit on World War II

The purpose of this project was to design and develop a model interdisciplinary unit combining English and history at the junior year. To accomplish this purpose, current research and literature on integration was reviewed. Additionally, learning objectives, teaching strategies, educational activities and instructional materials were developed and adapted. The curriculum focuses on World War II. It should serve as a possible example of how integration might work to effectively facilitate an understanding of history through literature and literature through history

Exploring Life in Concentration Camps through a Visual Analysis of Prisoners’ Diaries

Diaries are private documentations of people’s lives. They contain descriptions of events, thoughts, fears, and desires. While diaries are usually kept in private, published ones, such as the diary of Anne Frank, show that they bear the potential to give personal insight into events and into the emotional impact on their authors. We present a visualization tool that provides insight into the Bergen-Belsen memorial’s diary corpus, which consists of dozens of diaries written by concentration camp prisoners. We designed a calendar view that documents when authors wrote about concentration camp life. Different modes support quantitative and sentiment analyses, and we provide a solution for historians to create thematic concepts that can be used for searching and filtering for specific diary entries. The usage scenarios illustrate the importance of the tool for researchers and memorial visitors as well as for commemorating the Holocaust

An Unsinkable Carrier: The Midway-Based Forces and the Battle of Midway

The Battle of Midway is remembered as one of the greatest military victories in American history and marked as the turning point of the Second World War in the Pacific. The victory has long been celebrated as a great US Naval victory, brought about by the US Navy\u27s Carrier Task Forces. Remembering the battle solely as a carrier victory overlooks the contributions of the Midway-based forces. In truth, the Midway-based forces performed invaluable roles and contributed greatly to the overall victory, and historiography of the Battle of Midway is incomplete without their inclusion. This study documents the contributions of the Midway-based forces and seeks to rectify their omission in the history of the Battle of Midway

Dreaming of a new Theatre in Cold War South Korea: Yu Chi-jin, the Rockefeller Foundation and the Seoul Drama Center

After World War II and the liberation of Korea from Japanese colonial rule, the emerging Cold War influenced the cultural sphere in South Korea, both through official policies and private philanthropy. In this paper, I discuss director-playwright Yu Chi-jin’s interactions with Rockefeller Foundation officer Charles B. Fahs from 1948 to the late 1950s, leading to the conceptualization, funding, and construction of the Seoul Drama Center in 1962. Both Yu’s reading of Margo Jones’ book Theatre-in-the-Round and his year-long U.S. voyage, suggested and supported by Fahs, contributed to his dream of a new theatre for Korea. Based on internal documents of the Rockefeller Foundation and writings by Yu, I explore how geopolitical, aesthetic, and financial concerns shaped the making of the Drama Center and the theatre scene in post-colonial South Korea

Cultural hybridity and visual practice: Towards a transformative-repair multicultural pedagogy for visual arts education

This research project examines how transitional multiculturalism, cultural hybridity and transformative-repair are practiced by a professional artist-researcher and novice artists. Transitional multiculturalism and cultural hybridity are examined through a series of artworks by a Vietnamese-born artist-researcher. This series of artwork, which reflects 35 years of creating art in both Vietnamese and Australia, demonstrate a personal engagement with issues of cultural diversity, upbringing, and related aesthetic studies. The intention of this exhibition is to chart the characteristics of the artist\u27s expression, which is culturally hybridised. This part of the study aims to identify those artistic conventions associated with specific visual traditions that have been incorporated into the artist-researcher\u27s paintings. The main influences identified originate from both Eastern arts traditions (Viet nam, Japan and China) and Western visual arts traditions. This study also aims to identify how to use artistic conventions associated with the expression of one\u27s culture und ancestry, which may continue to improving one\u27s knowledge in different traditions and history across diverse aesthetic systems of hybridity. Information and understandings gained from the first part of this research will provide insigns, which will have relevance to secondary school visual arts learning areas. The transformative-repair model of multiculturalism is examined through a visual arts project conducted by secondary school students. More specifically this part of the study aims to identify principles, approaches and content for transformative repair, experiences of two students of culturally diverse hack grounds (African and Vietnamese) who are currently engaged in this culturally diverse Australian society

Teaching Washington State History through the Arts: A Curricular Guide

Students benefit both academically and nonacademically when a core subject is taught through the arts. The arts allow students to develop cognitively, extend their research skills, define their ability to problem solve, and strengthen their self-image. Personal connections and student attentiveness is increased when classes incorporate the study of the arts. The purpose of this project was to encourage the integration of arts into core subjects and provide a framework and examples of effective arts content infusion as an instructional strategy for use by Washington State History teachers

Graphic Novels for Multimodal Learning: Equity for English Learners

This article provides a synthesis of current research and theory that makes a case for using graphic novels to improve adolescent literacy achievement through multimodal, equitable learning opportunities for English learners (ELs) while meeting the required English Learner Proficiency Standards (ELPS). Supported by multimodal theory and culturally responsive teaching (CRT) approaches, research shows that graphic novels are inspirational teaching tools for adolescent ELs to engage more deeply with reading and writing. Specific recommendations for classroom use of graphic novels include a focus on a) motivation and engagement, b) discussions, c) visual information, and d) multimodal composition. Educators can make use of strategic instructional practices with graphic novels to increase overall literacy success for ELs and adolescent learners in general

From the ideal to the real : a pedagogical approach to managing tourist expectations with the ‘myplace4u’.

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