Arts & Administration Master's Capstones, Projects, and Theses

Permanent URI for this collection

https://hdl.handle.net/1794/212
This collection contains a selection of some of the Master's capstones, projects, and theses completed by students in the University of Oregon Arts and Administration Graduate Program. In 2017, the Arts and Administration Program was transitioned from a degree program to the Arts and Cultural Leadership field of interest in the University of Oregon's School of Planning, Public Policy and Management. Please visit the following blog for more information on the Arts & Cultural Leadership field of interest: https: //blogs.uoregon.edu/artsandculture/

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Browsing Arts & Administration Master's Capstones, Projects, and Theses by Subject "Accessibility"

Now showing 1 - 5 of 5
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    After the Licensure: Promoting
    (2012-06) Roberts, Erin
    While there is not a formal, legal definition of community radio, according to Reed and Hanson (2007) its key defining features are localism and access. This master’s project intends to address the gap in research regarding the process emergent community radio stations use to develop initial programming that promotes localism and access. This project examines the importance of community identification in the development of programming and focuses on the influence that a community radio station’s commitment to hyper‐local programming can have in attracting a participating community.
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    Artwork by Artists with Developmental Disabilities & Mental Illness
    (2013-06) Walsh, Jamie
    The purpose of this research is to identify inclusive opportunities that artists with developmental disabilities (DD) and/or mental illness currently have to participate in the contemporary art world. This study has been developed as a Project, wherein I researched the history of segregation of this population in the United States, the historical context and implications of terms such as “Outsider Art”, and current inclusive art opportunities for artists at three different art programs in the San Francisco Bay Area. This provides an informed historical lens to assess public perception of artwork by artists with DD and/or mental illness and to identify the current opportunities such artists have for community engagement and participation in inclusive art exhibitions.
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    Exploring Art Museum Admission Policies: Determining Factors and Trends
    (2009-06) Riewe, Nicole
    This Master’s Research Project represents a close examination of trends and a consolidation of determining factors which could inspire museum administrators in decision‐making regarding admissions fee policies. Existing literature is fragmented between research that focuses on single issues, statistical reports, and editorial essays. The biases represented through editorials, the availability of certain information, and the natural inclination towards finding oneself in a statistical majority, could lead to the neglect of or improper decisions in admissions fee policies. Through an interpretivist paradigm in qualitative research, this study includes an extensive review of literature complemented by two comparative case studies.
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    Inclusion in the Museum: A Toolkit Prototype for People with Autism Spectrum Disorder
    (University of Oregon, Arts and Administration Program, 2006-03) Kennedy, Jil
    As substantiated through academic inquiry, there is growing awareness of the benefits of inclusion in a visual art environment for those who experience autism (Integrator, 2003). In order to accomplish the creation of inclusion devices, interventions and attitudes, specific and generalized characteristics of autism need to be identified, acknowledged and accepted. This study will explore the development of strategies (tools) to shape a positive cultural experience for people with autism. If a museum or other visual art setting is not accessible to everyone, then such institutions are exclusive and not meeting the needs of a diverse society.
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    Recommendations to Designing Arts Programs for Children on the Autism Spectrum in Art Museums
    (University of Oregon, 2016-06-07) Perry, Halley
    Art education programs offer formal and informal learning opportunities to individuals with various experiences and abilities. However, there are fewer resources available to contribute to the cognitive, social, and emotional progress of children with Autism Spectrum Disorder (ASD). Many types of museums offer creative art programs that are accessible for students with ASD but this trend has not reached smaller museums or art centers. Similar practices that are used in large art museums can be applied to smaller establishments throughout the country by creating awareness of ASD and providing examples of programs for children with autism. This research seeks to discover the practices used in Art Therapy, formal learning environments, and free learning environments in order to understand how to educate children with ASD through literature reviews. This research project also consists of two case studies of programs specifically designed for children with ASD at the Denver Art Museum, in Denver Colorado and at the Jordan Schnitzer Museum of Art in Eugene, Oregon. By understanding ASD and comparing these case studies, brief recommendations are provided to help implement programs for children with ASD. Small museums can use these recommendations to help create accessible learning opportunities for children with ASD that will enhance their social learning skills.