In what ways does cultural identity emerge, after a pedagogical intervention using Islamic arts, in Year 11 visual arts students in an Islamic school?

Abstract

In this research, I used art education (visual arts) as a tool to assist students in deepening their learning about their cultural identity. The research goal was not only to record and interpret students' artworks and reflections but to change and improve educational practice and opportunity. This doctoral project engages a design-based research framework and practitioner-based method, which accommodate the various cultural identity factors and links between Islamic arts and contemporary art practice in different school settings. In this research, the educators assisted students in their learning, helping them identify where there were gaps in cultural knowledge that served to avoid the disconnect students can experience from learning when they do not understand how they fit within their school community and society generally. This design-based qualitative research involved data collection over a 12-month period and included pre- and post-questionnaires, interviewing, observing, taking field notes and photos, analysis of students' work and content analysis. It was founded on implementing a new Year 11 visual arts program, called the Art and Identity program, in three Islamic schools: the Australian International Academy of Sydney, Melbourne and Abu Dhabi schools (three sister schools). Findings showed that through engagement in the Art and Identity program, the students learned they could use the message system of semiotics, sometimes unconsciously, and choose signs and symbols so the people viewing their art would understand the intended meaning. The findings were clearly expressed in three themes-faces, places and traces-and these key features were either individually or collectively evident in the students' works. The findings also showed that the students developed an understanding and appreciation for the influences of historical Islamic art tradition and combined this with contemporary art practices, rendering the themes of faces, places and traces as historical, hybrid and modern, and part of their cultural identity. The research showed that students connected to culture, identifying areas such as the emergence of culture, self, belonging and language. In conclusion, communities, teachers and students all connected during the students' identity journeys. The use of signs and symbols was a powerful way for students to express their feelings about their individuality and culture. The student participants looked deeply at everything around them-their traditions, language, heritage, religion, beliefs, belonging and community. Cultural identity was conveyed through cultural expression in an artwork; the intention of each artwork was investigated, and each artwork told a story about the identity of each student artist.

Date of Award	2021
Original language	English