Hitting the street: The legitimation of street art in visual arts education in New Zealand

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dc.contributor.advisor Smith, J en
dc.contributor.advisor McPhail, G en
dc.contributor.author Hung, Wing en
dc.date.accessioned 2020-02-25T22:52:20Z en
dc.date.issued 2019 en
dc.identifier.uri http://hdl.handle.net/2292/50113 en
dc.description.abstract Over the past decade, the phenomena known as 'street art' has flourished in the art world and become a prominent international art movement. My thesis explores the possibilities of legitimating street art as knowledge in visual arts education in secondary schools and tertiary institutions in New Zealand. I locate this exploration through a critique of the literature about the origins, developments, and definitions of street art, and through an examination of the historical moments and contemporary developments that have shaped visual art education, internationally and in New Zealand. Insights about street art are articulated through the perspectives of five street artists, including myself, from data collected through interviews and observations. Further insights are provided from interviews with two secondary school art teachers and focus group discussions with nine of their senior art students. Data were also collected from two tertiary lecturers and seven of their art students. These encounters with the participants have led to understandings about how street art is produced, the social contexts that underpin its production, and various educational discourses that affect knowledge, curriculum, and pedagogy in relation to street art. Positioned within a qualitative realist methodology, I draw on three key theoretical frameworks for this research: Bernstein's (1999) knowledge types, Maton's (2009) 'Legitimation Code Theory' and dimension of specialisation codes, and Green's (2005) theory of musical meaning. Each of these frameworks provides a theoretical lens through which to understand the data. I conclude the thesis with a discussion on the role of visual arts educators in legitimating knowledge, and put forward potential possibilities and achievable strategies for teaching street art in visual arts education. My final gesture is an artwork that symbolises my learning from this research. It reflects the ideological contestations of power that transpire through curricula, schools, teaching programmes, student interests, and the significant role that visual arts educators play in recontextualising knowledge in education. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265210613802091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Hitting the street: The legitimation of street art in visual arts education in New Zealand en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The author en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.elements-id 795347 en
pubs.record-created-at-source-date 2020-02-26 en

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