Preferred Name
Mimi Guido
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Date of Graduation
8-2023
Semester of Graduation
Summer
Degree Name
Master of Arts (MA)
Department
School of Art Design and Art History
Second Advisor
Hannah Sions
Third Advisor
Karin Tollefson-Hall
Abstract
This thesis explores the implementation of Equity-Centered Trauma-Informed (ECTI) ecosystem in art education. With the increasing levels of anxiety and depression among adolescents and the growing emphasis on social-emotion learning (SEL), this study sought to address the ways art education may benefit students socially and emotionally. However, through research, an understanding and a need for an equity-centered education was formed. While SEL practices place emphasis on utilizing the social and emotional skills-based core competencies, ECTI education focuses on addressing trauma and systemic inequities to create supportive and inclusive learning environments.
The literature review encompasses an understanding of trauma and its manifestation in and outside of school settings, an explanation of equity and how inequity persists, a comprehensive understanding of ECTI education versus SEL, and connections between art education and ECTI education. This review highlights ECTI education as an ecosystem because it takes on a structural proactive approach and calls for transformation on multiple levels: framework, practices, and policies. Qualitative methods in the form of a systematic literature review were used to analyze Art Education articles to answer what is needed to create an ECTI ecosystem. Following are three lesson plans for middle school level and an instructional aid created using the principles of ECTI education and key themes from the systematic literature review.
