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Pages: 7512-7517
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.0345

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

INTERNATIONAL DIALOG AMONG STUDENTS FOR RAISING AND VISUALIZING GENDER ISSUES

E. Pitri1, A. Lai2

1University of Nicosia (CYPRUS)
2Empire State College, State University of New York (UNITED STATES)
Images of Women in Western Civilization is a university distance-learning undergraduate course offered by a New York state college, which focuses on women’s art and gender issues in the Western world. Most students attending the specific course are non-art/art education majors, who tend to focus on gender issues that they have experienced or understand (e.g., domestic violence, ideal body image, unequal pay, motherhood). Whereas students’ views of Western world and gender issues are limited to American women’s life experiences, an intercultural dialog that developed for a two-week period between them and a group of Greek art education graduate students aimed, at allowing both groups of students to study women’s life experiences and gender issues in different cultural contexts and produce personally meaningful but expressive artwork. Students’ interaction took place on a Moodle platform in forums where students presented their initial artwork and explanation, gave feedback to the work of others in the form of raising questions or making suggestions about a knowledge base/media/symbols/possible processes/studying artists and artworks, and discussed issues. At the end of their interaction, each student could, either reconsider, revise and resubmit their art work or reconsider and describe how they might revise their artwork. Students’ artworks, initial descriptions and final reflections were analyzed based on the symbolism and the degree that each student was able to visualize the personalized big idea. Students’ peer feedback comments were analyzed based on their connection to stages of meaningful artmaking described by Walker (2001), which include personalizing big ideas, building a knowledge base, problem solving, and setting boundaries. Results showed that visualizing and illustrating gender issues can be challenging for students but peer feedback that aims at the self, task, process, and regulation levels (Hattie &Timperley, 2007) helps them understand the creative process as meaning making and produce personally meaningful and expressive artwork.
@InProceedings{PITRI2017INT,
author = {Pitri, E. and Lai, A.},
title = {INTERNATIONAL DIALOG AMONG STUDENTS FOR RAISING AND VISUALIZING GENDER ISSUES},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.0345},
url = {http://dx.doi.org/10.21125/edulearn.2017.0345},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {7512-7517}}
TY - CONF
AU - E. Pitri AU - A. Lai
TI - INTERNATIONAL DIALOG AMONG STUDENTS FOR RAISING AND VISUALIZING GENDER ISSUES
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.0345
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 7512
EP - 7517
ER -
E. Pitri, A. Lai (2017) INTERNATIONAL DIALOG AMONG STUDENTS FOR RAISING AND VISUALIZING GENDER ISSUES, EDULEARN17 Proceedings, pp. 7512-7517.
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