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dc.contributor.authorBulfer, Brian
dc.date.accessioned2019-10-28T04:24:38Z
dc.date.available2019-10-28T04:24:38Z
dc.date.created2018-09-04 23:49
dc.date.issued2018
dc.identifieroai:academiccommons.columbia.edu:ac:c866t1g1mt
dc.identifierhttps://doi.org/10.7916/D83502T8
dc.identifier.urihttp://hdl.handle.net/20.500.12424/2375269
dc.description.abstractDevelopmental dyslexia is a learning disability caused by neurological differences in language processing, affecting approximately 5-10% of the U.S. population’s ability to speak, read and write. Difficulties with literacy within this culture have social and emotional implications that can influence a sense of otherness. Artmaking is a significant form of expression for students with dyslexia during early education, and influences emotional and social development, such as identity formation. There are findings indicating that the development of an artistic identity during adolescence has implications for the continued cognitive, emotional, and social growth during higher education. This multiple-case study examines the educational experiences and artistic practices of three visual art graduate students with dyslexia. Patterns of cognitive and instructional experiences are considered, such as dyslexic characteristics, learning strategies, special assistance, educational environments, subject interests, and artistic identity formation. Emotional and social experiences that contribute to psychosocial development during education are discussed, such as the students’ experience realizing their difference from peers, the sense of social otherness, being misunderstood by educators, labeling, harassment, exclusion, and stigmatization. Coping strategies, such as artmaking, are discussed, along with the importance of the sense of social belonging during education. Participants’ artistic development is considered in terms of the significance of being an exceptional artist, the arts as an emotional outlet, and their orientation towards figuration during high school and college. In college, participants’ artistic development is compared to post-formal patterns of development, such as dualism, multiplicity, relativity, multiple conflicting commitments, and social awareness. Findings show the significance of the visual arts during identity formation and social development, and of participants’ ability during college to continue progressing towards their potentials. Implications for ideal educational environments, the full immersion of the visual arts into all classroom subjects, and significance of the arts for self-actualization for dyslexic students are discussed.
dc.languageEnglish
dc.subjectArt--Study and teaching
dc.subjectIdentity (Psychology)
dc.subjectDyslexics--Education
dc.subjectArtists
dc.subjectSelf-esteem
dc.titleInterplay of Identity Formation and Artistic Development in the Empowerment of Self-Worth of Three Visual Art Graduate Students With Developmental Dyslexia
dc.typeTheses
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:14996842
ge.identifier.permalinkhttps://www.globethics.net/gel/14996842
ge.lastmodificationdate2018-09-04 23:49
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149801
ge.oai.repositoryid99403
ge.oai.setnameDegree Level: Doctoral
ge.oai.setspecdegree_level:Doctoral
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttps://doi.org/10.7916/D83502T8


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