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dc.contributor.authorVaughan, Frances Ann
dc.date.accessioned2017-03-28T04:30:45Z
dc.date.available2017-03-28T04:30:45Z
dc.date.issued2016-05
dc.identifier.othervaughan_frances_a_201605_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/vaughan_frances_a_201605_phd
dc.identifier.urihttp://hdl.handle.net/10724/36672
dc.description.abstractThis ethnographic case study examines the experiences of K-12 art educators who participate in student art competitions. The local County Fair art competition provides a context for revealing the motivations for participation, influences on teaching, and value placed on competition results. In-depth, qualitative interviews and a document analysis of competition materials received by teachers were used to inform this research. Additional data was provided through interviews with two students whose artwork was submitted into the competition and the County Fair art competition judge. Data revealed the tensions felt by art educators between their personal art education philosophies and the importance placed on these contests as an assessment of their teaching and art programs. The prestige and recognition received by teachers for their students’ winning works resulted in its existence as a form of symbolic capital (Bourdieu, 2011) within educator communities. These insights provide new understandings into a rarely examined phenomenon, despite its ongoing presence in the field of art education.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectArt education
dc.subjectStudent art competitions
dc.subjectEthnographic case study
dc.subjectSymbolic capital
dc.titlePiggies and portraits competing at the county fair: an ethnographic case study of student art competitions
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentArt
dc.description.majorArt Education
dc.description.advisorCarissa DiCindio
dc.description.committeeCarissa DiCindio
dc.description.committeeLynn Sanders-Bustle
dc.description.committeeKathy Roulston


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