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Dissertations / Theses on the topic 'Art appreciation'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Barry, Marie Porterfield. "Art Appreciation Open Educational Resource." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-oer/1.

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The Art Appreciation course explores the world’s visual arts, focusing on the development of visual awareness, assessment, and appreciation by examining a variety of styles from various periods and cultures while emphasizing the development of a common visual language. The materials are meant to foster a broader understanding of the role of visual art in human culture and experience from the prehistoric through the contemporary. This is an Open Educational Resource (OER), an openly licensed educational material designed to replace a traditional textbook. The course materials consist of 24 less

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2

Watson, Victoria Frances. "Adult learning in art appreciation classes." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411545.

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3

Barry, Marie Porterfield. "Lesson 01: Introduction to Art Appreciation." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/2.

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This lesson covers the elements and principles of art. Elements of art are the physical parts of the work, including line, shape, form, space, texture, value, color, and time. Principles of art are the ways in which those parts are arranged, including unity/variety, balance, contrast, emphasis, movement, rhythm, and pattern.

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4

Lau, Ho-yin. "Tea vale : a tea appreciation resort /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25952596.

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5

Reid, Joshua S. "Art Appreciation Lecture and Sculpture Walk Tour." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3167.

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6

Mpowe, Lebogang T. "A thematic based professional studies art education curriculum for training junior secondary school art teachers in Botswana /." View thesis, 2002. http://wilson.ccsu.edu/theses/etd-2002-9/ThesisTitlePage.html.

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Thesis (M.S.)--Central Connecticut State University, 2002.<br>Thesis advisor: Cassandra Broadus Garcia. " ... in partial fulfillment of the requirements for the degree of Master of in." Includes bibliographical references (leaves 92-94). Also available via the World Wide Web.

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7

Barry, Marie Porterfield. "Lesson 23: The Postmodern Body in Art." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/25.

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8

Kelly, Shelly. "Not so/visual art." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/35925/8/Shelly%20Kelly%20Thesis.pdf.

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Vision and language provide closure to a work and no reinstatement for the artwork's future. Vision and language make the investigative process seem replete; therefore other possibilities are not pursued. Subsequently, there is a need to investigate the perceptual and interpretative process as currently this is dominated by the visual and communicated through language. An examination of this, will show that a gap exists between our perception and our interpretation of an artwork. This gap is dependent on spatial and temporal conditions as the determining factors in our interpretative relation

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9

Barry, Marie Porterfield. "Lesson 13: Mirrors in Renaissance and Baroque Art." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/14.

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10

Barry, Marie Porterfield. "Lesson 24: Converging Histories - The Global Art World." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/26.

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This lesson covers contemporary artists that incorporate artistic traditions specific to the histories of various geographic regions including Mariko Mori, Ai Weiwei, Raqib Shaw, Shirin Neshat, Muzaffar 'Ali, Takashi Murakami, El Anatsui.

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11

Dichaba, Edwin. "A thematic based art appreciation curriculum for pedagogical training of junior secondary school teachers in Botswana /." View abstract, 2002. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1642.

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Thesis (M.S.)--Central Connecticut State University, 2002.<br>Thesis advisor: Cassandra Broadus-Garcia. " ... in partial fulfillment of the requirements for the degree of Master of Science in Art Education." Includes bibliographical references (leaves 123-125). Also available via the World Wide Web.

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12

Barry, Marie Porterfield. "Lesson 14: Judith and the Heroines of Baroque Art." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/15.

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13

Sprengelmeyer, Robert J. Hobbs Jack A. "Students' written art criticism as measured by a content analysis instrument." Normal, Ill. : Illinois State University, 1989. http://www.mlb.ilstu.edu/articles/dissertations/8918624.PDF.

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Thesis (Ed. D.)--Illinois State University, 19893.<br>Title from title page screen, viewed Oct. 13, 2004. Dissertation Committee: Jack A. Hobbs (chair), Marilyn P. Newby, Robert M. Steinman, Patricia H. Klass. Includes bibliographical references (leaves 72-73) and abstract. Also available in print.

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14

Barry, Marie Porterfield. "Lesson 02: Elements and Principles." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/3.

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This lesson covers the elements and principles of art. Elements of art are the physical parts of the work, including line, shape, form, space, texture, value, color, and time. Principles of art are the ways in which those parts are arranged, including unity/variety, balance, contrast, emphasis, movement, rhythm, and pattern.

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15

Barry, Marie Porterfield. "Lesson 03: Prehistory - Our Connection to the History of Humankind Before Text." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/4.

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This lesson covers prehistoric art from the Paleolithic and Neolithic Ages. It focuses on cave art (Pech-Merle, Chauvet-Pont-d’Arc, Lascaux) and carved figures (Woman of Willendorf) from the Paleolithic period and megalithic architecture (Stonehenge) from the Neolithic period.

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16

Barry, Marie Porterfield. "Lesson 04: Death and Mourning in the Prehistoric and Ancient World." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/5.

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This lesson covers death and mourning in the prehistoric and ancient world by discussing related art and architecture including, but not limited to, Varna Necropolis, The Flood Tablet / The Gilgamesh Tablet, Ziggurat in Uruk, Royal Tombs of Ur, Great Pyramids of Giza, Tomb of King Tutankhamun, and Book of the Dead of Hunefer.

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17

Barry, Marie Porterfield. "Lesson 05: Ideal Beauty in the Ancient World." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/6.

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18

Barry, Marie Porterfield. "Lesson 06: Divine Architecture." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/7.

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19

Barry, Marie Porterfield. "Lesson 07: The History of Blue." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/8.

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20

Barry, Marie Porterfield. "Lesson 08: The Renaissance." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/9.

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This lesson covers artworks created during the Renaissance in Europe. It begins with a preface on artworks created prior to the Renaissance that focused on Christian ideology and iconography. Artists discussed include Botticelli, Donatello, Michelangelo, Bernini, and Leonardo da Vinci.

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21

Barry, Marie Porterfield. "Lesson 09: Michelangelo- From High Renaissance to Mannerism." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/10.

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22

Barry, Marie Porterfield. "Lesson 10: The Northern Renaissance and Arnolfini Double Portrait." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/11.

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23

Barry, Marie Porterfield. "Lesson 11: Bosch and Other Scenes of the Apocalypse." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/12.

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24

Barry, Marie Porterfield. "Lesson 12: Hans Holbein and Kerry James Marshall." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/13.

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25

Barry, Marie Porterfield. "Lesson 15: Fragonard through the French Revolution." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/16.

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26

Barry, Marie Porterfield. "Lesson 16: What Shocks in 1863." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/17.

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27

Barry, Marie Porterfield. "Lesson 17 Part 1: Reactions to the Modern World-Introduction and Impressionism." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/18.

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28

Barry, Marie Porterfield. "Lesson 17 Part 2: Reactions to the Modern World-Post-Impressionism and Expressionism." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/19.

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This lessons covers the difference between impressionism and expressionism. Post-impressionism is represented through artworks by Vincent Van Gogh, Paul Gauguin, Paul Cèzanne, and Henri de Toulouse-Lautrec. Expressionism is represented through artworks by Edvard Munch, Henri Matisse, Ernst Ludwig Kirchner, and Vassily Kandinsky.

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29

Barry, Marie Porterfield. "Lesson 18: On the Dada of Art versus the Dada of War." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/20.

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30

Barry, Marie Porterfield. "Lesson 19: The Unraveling - Abstraction in the Modern Era." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/21.

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This lesson covers cubism, abstract expressionism, and minimalism. Cubism is discussed with artworks by Pablo Picasso, abstract expressionism by Jackson Pollock, Willem de Kooning, and Mark Rothko, and minimalism by Donald Judd.

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31

Barry, Marie Porterfield. "Lesson 20: Soup Cans! Consumerism! Balloon Dogs! - From Andy Warhol to Jeff Koons." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/22.

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32

Barry, Marie Porterfield. "Lesson 21: Vision and Abstraction by Female Artists." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/23.

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33

Barry, Marie Porterfield. "Lesson 22: Postmodernism." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/24.

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34

劉浩然 and Ho-yin Lau. "Tea vale: a tea appreciation resort." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31983960.

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35

Church, Elizabeth Ann. "An autoenthnographic study of the effectiveness of teaching art appreciation through pinhole photography to home schooled students." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-08012007-234936/.

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Thesis (M.A.E.)--Georgia State University, 2007.<br>Title from file title page. Paula Eubanks, committee chair; Akela Reason, Melody Milbrandt, committee members. Electronic text (153 p. : ill.) : digital, PDF file. Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (p. 151-153).

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36

Paul, Diane Elizabeth. "The effect of a multicultural art program on students' art appreciation and attitudes towards other cultures." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31289.

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The purpose of this research study was threefold: to determine if a multicultural art program would have a positive effect on students' appreciation of their own art work, art from other cultures and attitudes towards other cultures. The program supported a multicultural view of art which emphasized the cultural similarities and values which were common to all students. A nonequivalent control-group design was used within a quasi-experimental framework. One grade eight class participated in the Multicultural Program while the other served as the control group. Both classes were pre- and postt

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37

Granell, Querol Andrea. "The effect of contemporary art perception: Study of younger and older adults' art appreciation in museum experiences." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/386510.

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La Psicologia de l'Art estudia les experiències estètiques i les preferències dels individus mentre miren l'art. L'objectiu d'aquesta investigació és analitzar l'apreciació de l'art contemporani en joves i gent gran al MFA de Boston. Es van dur a terme anàlisis quantitatives i qualitatives. L’estudi 1 va mostrar que els joves, més que la gent gran, van trobar que les cartel·les i les converses van contribuir a apreciar l'art contemporani, i més en el context del museu que en el del laboratori. L’estudi 2 va mostrar que el context del museu va contribuir a apreciar l’art, també, en els grups de

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38

Johnston, Jennene, of Western Sydney Hawkesbury University, and Faculty of Social Inquiry. "Subtle exchanges : cultivating relations with duration : eastern, western and esoteric approaches to contemplating art practice." THESIS_FSI_XXX_Johnston_J.xml, 1999. http://handle.uws.edu.au:8081/1959.7/419.

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This thesis aims to consider the potential for perception of the subtle exchanges of viewers and artwork; subject and object. This necessitates an examination of ontologies, concepts of the body, perceptive schemas and modes of consciousness that ultimately destabilise the assumed solidity and individuality of subject and object. Exchanges of subtle effects are continually taking place between viewer and object, and the space between subject and object is alive with interaction. Process philosophy is introduced as the basic ontological perspective underlying this reflection of subject-object r

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39

Li, Vanessa Lok-Wa. "Effects of talking about art in art appreciation on Chinese writing ability of primary 3 pupils with low academic achievement in Hong Kong /." St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17991.pdf.

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40

Carpentier, René. "Concepts of empathy and the nature of aesthetic response applied to visual art appreciation /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu148733076121981.

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41

Guarda, Chiara. "The aesthetic appreciation of art philosophical reconsiderations of the relationship between art and beauty : supported by case studies /." [S.l.] : [s.n.], 2005. http://www.zb.unibe.ch/download/eldiss/05guarda_c.pdf.

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42

Busbea, Stephanie Dickson. "The Effect of Constructivist Learning Environments on Student Learning in an Undergraduate Art Appreciation Course." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5385/.

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The purpose of this study was to determine the effects of constructivist methods on student learning in an undergraduate art appreciation class. Three constructivist learning activities were designed and implemented in an undergraduate art appreciation course for non-art majors at Mississippi College. Through these constructivist learning activities, students were involved in their learning throughout the semester in realistic art roles in which they worked as curators, Web page designers, and artists. Six subjects were selected to participate in this case study. Subject data was collected

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43

Cason, Nancy F. (Nancy Foster). "The Effect of Interactive Multimedia on the Critical Writings of Art History Survey Students." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc332664/.

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In response to ideological issues that have emerged the last two decades from feminism, multiculturalism and postmodernism, the introductory art history survey is undergoing major revisions not only in structure and content, but also in instructional methodology. Art history professionals and art educators alike are questioning whether pedagogical methods traditionally employed in the survey are adequate for meeting the goals of visual literacy and development of critical and analytical skills. The purpose of this study was to investigate the effectiveness of supplemental study resources for a

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44

Church, Elizabeth Ann. "An Autoethnographic Study of the Effectiveness of Teaching Art Appreciation through Pinhole Photography to Home Schooled Students." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/17.

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This research studies the effectiveness of teaching art appreciation to home schooled children ages 10-17 through a DBAE curriculum in pinhole photography via a weekend workshop. An autoethnographic approach to recording data about the students’ learning and my experience as their teacher was used in the research. Data was recorded as journal notes during and after each workshop from my experiences as their teacher and analyzed according to a grounded theory based on open coding. The workshop was open for registration of up to 25 home schooled students of any race, male or female, from the age

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45

Politowicz, Zak. "ANALYSIS AND METAPHOR SEARCH STRATEGY CONCERNING VISUAL WORKS OF ART (LANGUAGE, EDUCATION)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275390.

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46

Pichayapaiboon, Poonarat Moore Barry E. "A study of the effect of the use of computer assisted instruction in art appreciation in higher education." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8726509.

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Thesis (Ed. D.)--Illinois State University,<br>Title from title page screen, viewed August 18, 2005. Dissertation Committee: Barry E. Moore (chair), Jack A. Hobbs, Kenneth H. Strand, Thomas E. Malone. Includes bibliographical references (leaves 46-49) and abstract. Also available in print.

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47

Bannister, Randee. "The appreciation of political works of art: The example of "Triumph of the Will"." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26573.

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The question that we are considering is how to appreciate artworks that have not only an aesthetic presence but a political side as well. We feel that this question is necessary to consider because in order to have a full appreciation of an artwork it is important to consider all facets of the work, but also refrain from including considerations that are not necessary to include. In order to explain why this question is important and also to show a potential response, we use the example of Leni Riefenstahl's film Triumph of the Will. This film is a perfect example of how the aesthetic and poli

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48

Joslin, Kelly L. "Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1478709584805326.

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49

De, Biasio Anna <1973&gt. "Novels and museums: N. Hawthorne, H. James and art appreciation in America (1850-1900)." Doctoral thesis, Università Ca' Foscari Venezia, 2004. http://hdl.handle.net/10579/590.

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Questa tesi tratta una serie di opere di Nathaniel Hawthorne e Henry James come documenti che contribuiscono alla formazione della sfera della "cultura alta" nell'America del secondo Ottocento, sia nel campo letterario sia in quello delle arti figurative. Da un lato la questione dell'apprezzamento artistico viene affrontata da un punto di vista storico e sociologico, come fenomeno che acquista rilievo culturale nella seconda metà del secolo. Dall'altro lato, attraverso un approccio semiotico e retorico, le allusioni alle arti visive nei romanzi e in altri scritti di Hawthorne e James vengono l

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50

Haip, Renee Ann 1962. "The impact of the photographer on wilderness appreciation: A case study of Ansel Adams." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/278527.

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The life of Ansel Adams is presented as a case study of the photographer's impact on wilderness appreciation. Adams' impacts through his involvement with the Sierra Club, as well as his impacts as an individual, are discussed. Adams' effectiveness in promoting wilderness appreciation is assessed, and implications for contemporary landscape photographers are drawn.

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