Department of Teaching, Learning and Teacher Education


Date of this Version

Spring 4-16-2015


A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Teaching, Learning & Teacher Education, Under the Supervision of Professor Susan Wunder. Lincoln, Nebraska: April 2015

Copyright (c) 2015 Michelle M. Hrbek


A/r/tography is not a method for curriculum development. Rather curriculum designers who see themselves as artist, researcher, and teacher best serve their students by creating lessons and units that encourage the learners to discover the a/r/tographer in themselves. Students who research themes presented in the visual arts classroom, create images that build on their personal experiences and communicate their individual perspective, and then teach others about their process are more likely to have relevant visual arts experiences. This paper explains the idea of a/r/tography and shows how a/r/tography as an overarching guide can inform curriculum whereby student artists construct meaningful experiences in a visual arts educational setting.

Adviser: Susan Wunder