Alternative Science

Abstract

This dissertation documents the pilot year of an Art Science Program. This study asks: what is possible when we create learning environments modeled for the integration of theatre and other artistic media with science? What, in general, are the affordances of theatre and other art forms for fostering such meaning-making, what are good ways to make it happen, and what are the challenges? We analyze young learners’ participation and attitude changes in the context of the Art Science Program. Findings indicate that (1) access to identity resources impacts learners’ practice-linked identities (Nasir & Cooks, 2009); (2) face-saving behaviors impact practice-linked identities by inhibiting learners’ access to identity resources; (3) the development of practice-linked identities parallels the development of possible selves; (4) the extent to which a learner is able to engage in their learning as a “whole person” (Wenger, 2006) is correlated with a learner’s identity trajectory; (5) learners may fail to form new practice-linked identities despite robust access to identity resources; and (6) learners may succeed in forming new practice-linked identities despite lack of significant access to identity resources because the identity resources that they do access provide a strong hook into new, nascent practice-linked identities.