Animated Autoethnographies: Using Stop Motion Animation as a Catalyst for Self-acceptance in the Art Classroom
2016 — As a doctoral student, I was asked to teach a course based on emerging technologies in the field of art education. In the course, Issues and Applications of Technology in Art Education, I developed a method of inquiry called animated autoethnography for pre-service art educators while teaching this course. Through this dissertation, I describe, analyze, interrogate, value, contextualize, reflect on, and artistically react to the autoethnographic animated processes of five pre-service art educators who were enrolled in the course. I interviewed the five participants before and after the creation of their animated autoethnographies and incorporated actor-network theory within the theoretical analysis to study how the insights of my students’ autoethnographies related to my own animations and life narratives. The study also examines animated autoethnography as a method that may develop or enhance future teaching practices and encourage empathic connections through researching the self. These selected students created animations that accessed significant life moments, personal struggles, and triumphs, and they exhibited unique representations of self. Pre-service art educators can use self-research to develop narrative-based short animations and also use socioemotional learning to encourage the development of empathy in the classroom. I show various student examples, compare them to my own animations, and present a new model of inquiry that encourages the development of self by finding a place in chaos, loving the unknown, embracing uncertainty, and turning shame into a celebration of life.