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Title:Teaching cosplay: A theoretical curriculum using critical pedagogy and visual culture art education
Author(s):Dyer, Connor
Advisor(s):Hetrick, Laura
Department / Program:Art & Design
Discipline:Art Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
art education
critical pedagogy
visual culture art education
Abstract:During my time as an MFA student, my cosplay-based art was often met with misunderstanding or criticism. I found that many of my peers and professors did not understand cosplay to be a form of artistic practice nor did they see it as a meaningful form of identity expression. While cosplay can be defined as the act of dressing up as a popular culture character, this definition fails to convey the criticality, identity exploration, and craft that are involved in its creation. Therefore, this thesis used critical pedagogy and visual culture art education (VCAE) to create a college-level cosplay curriculum. The intention of this curriculum is to promote students to think critically about their interaction with popular culture and fandom, to explore the construction of identity, and to use cosplay as a form of artistic practice. I developed curriculum documents consisting of a class syllabus and four project documents using theories of cosplay identity, critical pedagogy, and VCAE. I then present these documents and justify their content and classroom practice using critical pedagogy and VCAE. The results indicate that cosplay, when taught in a critical manner, can foster student engagement in identity construction and critical thinking. As the curriculum is theoretical, further research is necessary to determine the curriculum’s effectiveness and practicality.
Issue Date:2021-02-25
Rights Information:Copyright 2021 Connor Dyer
Date Available in IDEALS:2021-09-17
Date Deposited:2021-05

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