My name is Carianna Arredondo and I am an EdM student at Teachers College, Columbia University. This blog serves as a resource for my future endeavors as an art educator.
Here's a little bit about myself and the kind of research I am interested in exploring...
Before attending TC, I have had experience working at various non-profits, residency programs, and teaching painting and drawing at a DePauw University in Greencastle, Indiana. I am very drawn to programs that incorporate community outreach and education within the structure of the artist residency. Artpace San Antonio was the organization I worked with the longest that emulated these aspects within their program that I was extremely drawn to.
I have practice with both qualitative and quantitative research. This stemmed from work done with Americans for the Arts and the Tippecanoe Arts Federation where I participated in the Local Arts Index Survey for Tippecanoe County; this entailed ‘measuring’ the arts. Through data collection via e-mailing, phone calls, and meetings with leaders in Tippecanoe county’s community. I compiled the holy grail of anything and everything relating to the arts that existed within this community, including severe budget cuts in the arts within county schools.
Though my experience has played a vital role in shaping and garnering my passions for arts education, I am interested in arts research grounded in ideas of identity. I would like to research how (Western) students view and understand arts that tackle gender within the context of the art classroom or museum setting. How prevalent is the notion that perceptions of art can be gendered?
To give a little more background, as a bi-racial female, I never had the opportunities to explore and understand my identity in the art classroom, although I was able to attend an all girls catholic college prep school on scholarship, this institution stressed technique and the great masters over culturally relevant pedagogies and visual thinking strategies. It is not only until university did I independently consider exploring the constructs of my identity through my concentrations in poetry and painting.
I believe adolescence is a great time of change and transition in which educators can also mentor and facilitate conducive learning experiences that contribute to both artistic development and identity development.
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