Log in

Relevant bibliographies by topics / Art-based education / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Art-based education.

Dissertations / Theses on the topic 'Art-based education'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Art-based education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Springborg, Claus. "Art-based Methods in Management Education." Thesis, Cranfield University, 2014. http://dspace.lib.cranfield.ac.uk/handle/1826/9212.

Full text

Abstract:

The purpose of this dissertation is to develop explanatory theory for the learning processes facilitated by art-‐based methods in management education (ABMs). Such theory is important because managerial educators increasingly use ABMs, and without a well-‐developed theory it may be difficult to realise these methods’ full potential. Current research on ABMs uses theories from other fields but generally sees ABMs as methods for making important information available for reflection, e.g. information about unconscious assumptions, aesthetic experience, or non-‐propositional or tacit knowledge. This shows that the field is grounded in a representationalist view of cognition. This view of cognition makes it difficult to explain certain themes in the research field, such as, the importance of staying with the senses without reflecting, aesthetic agency, and the process of making. I therefore asked: What insights can be gained from exploring ABMs, using theories grounded in the embodied view of cognition, in particular Conceptual Metaphor Theory (CMT) (Lakoff & Johnson, 1999) and simulation theories (Barsalou, 2008). For the empirical work, I used an experimental design with 60 managers from Danish companies. All participants selected problems from their work they perceived as important, yet unsolvable. They were randomly divided into three groups: Two groups using different ABMs to address problems and a comparison group where no ABM was used. The experiment indicated that 1) creating new metaphors for a problem based on different sensory metaphors enabled the participants to import behaviour from contexts unrelated to the problematic situation, and 2) focusing on sensory experience enabled participants to remove judgments about self or others. Furthermore, the experiment indicated that learning outcomes reflected participants’ experience of the concrete learning intervention. These findings contribute to CMT by suggesting that it is possible to formulate relationships between changes in metaphors and specific learning outcomes. They contribute to ABM by suggesting that experiences that participants have during ABMs are later used as tools for structuring other experiences – not merely as data for reflection.
ESRC (Economic and Social Research Council)

APA, Harvard, Vancouver, ISO, and other styles

2

Langdon, Elizabeth Ann. "Place-Based and Intergenerational Art Education." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011804/.

Full text

Abstract:

This qualitative inquiry explored how art educators might broaden their views of place through critical encounters with art, local visual culture, and working with older artists. I combined place-based (PB) education and intergenerational (IG) learning as the focus of an art education curriculum writing initiative with in-service art educators within a museum setting to produce PBIG art education. This study engaged art educators in cooperative action research using a multi-modal approach, including identifying and interviewing local artists to construct new understandings about local place and art to share with students and community. I used critical reflection in our cooperative action research by troubling paradoxes in local visual culture, which formed views of place including Indigenous cultures. Using Deleuze's Logic of Sense (LOS) theories of sense and event, enabled concept development through embracing the paradoxes of this research as sense producing. LOS theory of duration complements IG learning by clarifying the contributions of place and time to memory and experience. Duration suggests that place locates the virtual past, which is actualized through memories--one of the shared experiences of IG learning. Rethinking IG relationships as a sharing of experience and memory while positioning place as a commonality, dismantles ageist notions by offering alternatives to binary thinking about old and young. By triangulating participant data based on the extended epistemology of cooperative action research and Deleuze's pure event, I assess the credibility of participant learning. Critical reflection in cooperative action research combined with LOS theory is significant because the reflective aspect of action research aligns with Deleuze's pure event. Vital curricula and teacher praxes resulted when participants integrated localized experiences of place through older artists' memories and art.

APA, Harvard, Vancouver, ISO, and other styles

3

Lutkus, Lauren Julia. "Holistic Approaches to Art Education: A Case Study of Choice-based Art Education." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564572381222662.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Preira, Jamie. "Indoor Nature-Based Art Activities| The themes students discuss while creating nature-based art." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276991.

Full text

Abstract:

When children can understand their surrounding environments (whether it be the natural environment or their built environment) it is said that they can connect more deeply and have a heightened awareness of their surroundings (Kelly, 2013). This connection and heightened awareness can open their eyes to prevalent environmental issues, increasing their sense of social responsibility. The research on this type of learning generally occurs in formal institutions (i.e., a school), non-formal centers (i.e., at an outdoor education center), or informal meeting places (i.e., at a park with a parent). I conducted a primarily qualitative study?utilizing arts-based research (ABR) methods and environmental art education theory?to better understand school-aged children?s (5-10 years of age) engagement with nature during indoor nature-based art classes. I observed children within a small, mountain-town school (Kindergarten ? 5th grade) while they engaged in various artistic activities such as drawing, finger painting, and watercolor. My purpose was to gauge whether indoor nature-based art activities compelled elementary aged children to engage in meaningful conversation about nature. I assessed meaningfulness by the structure of their sentences and topics of their discussions that ensued. This assessment included looking for changes over time in students? reaction to the art they were creating and the subsequent connections they were making. Results demonstrate that students are deeply engaged in their artwork and talk mostly about memories related to nature and what aspects of nature their artwork inspires. Given that these activities provoked students to be thinking about nature, schools may want to consider conducting similar activities if they are unable to provide quality time outdoors for their students but want to help their students maintain a nature connection.

APA, Harvard, Vancouver, ISO, and other styles

5

Brown, Holly Beth. "Social Justice and Community-Based Art Education." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193320.

Full text

Abstract:

Both in and out of the classroom, critically discussing and exploring the issues of gender, race, power, equality, and social justice can be a social and emotional minefield for educators and students alike. In politically charged times, escaping pre-formulated reactions and creating real change and empathy can seem a nearly impossible task. Some educators have turned to the visual and creative arts to provide students with emotional connectedness, visceral responses, and modes of self-expression. In this study, I examine two education programs to understand the effectiveness of social justice pedagogical methods using phenomenological research. My focus is on the educators' experiences, influences, and personal pedagogies. I plan to highlight three successful programs to better understand how complex and emotional issues can be better explored through art and visual culture and how other educators can adapt these methods to their own classrooms.

APA, Harvard, Vancouver, ISO, and other styles

6

Myers, Sally Ann 1948. "DISCIPLINE-BASED ART EDUCATION FOR PRESERVICE ELEMENTARY TEACHERS." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275293.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Mazzola, Gaia. "Meeting Phenomenon-Based Learning : Insights from Art Education." Thesis, Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7344.

Full text

Abstract:

The most recent Finnish national curriculum for basic education was implemented starting from 2016. The curriculum calls for the development of learners’ transversal competences, which are built on the broader discourse on 21st century skills and challenges. Phenomenon-based learning, as a multidisciplinary approach, was formulated to address the new Finnish curriculum, in order to help regular subject teaching to tackle the transversal competences. As an artist, art educator and researcher, my interest was directed towards the understanding of phenomenon-based learning from an art-educational perspective. Therefore, this study brings insights from art education to phenomenon-based learning, in order to open a discussion on the following questions: where do art education and phenomenon-based learning meet? And following, how could teachers and learners benefit from this encounter? A post-structuralist view on art education forms the researcher’s perspective within the study. Methodologically, a post-structural positioning was also taken, relying on the a/r/tographical approach. A/r/tography is a performative arts-based research methodology that recognizes the complexity of situations and articulates in-between them. An arts-based workshop worked as a platform for exploration. Framed within a phenomenon-based project, the workshop was conducted in collaboration with a class of 6th graders and their teacher, in the City of Espoo, Finland. The a/r/tographical toolkit, built on visual and performative ethnography, worked alongside workshopping as methods of data collection and being with the material. The collected data include: visual and written field notes, video recordings, audio recordings, a written questionnaire and a semi-structured interview. Performing the material through theory revealed that art education and phenomenon-based learning meet in the concepts of multidisciplinarity and engagement, through different entanglements. The study suggests that the encounter between art education and phenomenon-based learning could benefit teachers and learners in different ways. In addition, the situation experienced in this study holds some interesting challenges that leave space for further developments.

APA, Harvard, Vancouver, ISO, and other styles

8

Ciborek, Beth. "Beyond Walls: A Study of Nature Based Art Education." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1247941239.

Full text

Abstract:

Thesis (M.F.A.)--Kent State University, 2009.
Title from PDF t.p. (viewed March 31, 2010). Advisor: Linda Hoeptner Poling. Keywords: art education and nature; environmental art education; art; art education; outdoor art education; nature based art education. Includes bibliographical references (p. 117-118)

APA, Harvard, Vancouver, ISO, and other styles

9

Andrus, Raquel Malia. "A Maoli-Based Art Education: Ku'u Mau Kuamo'o 'Ōlelo." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3899.

Full text

Abstract:

Leaders in K-12 education in Hawai'i are increasingly advocating for and utilizing the culture and knowledge of the kānaka Maoli, the native people of these islands, as a context for learning in a variety of curricular disciplines and approaches (Benham & Heck, 1998; Kani'iaupuni, Ledward & Jensen, 2010; Kana'iaupuni & Malone, 2006; Kahakalau, 2004; Meyer, 2004). To expand upon this trend, this thesis uses a combination of autoethnographic and critical indigenous methodologies to present a personal narrative that looks specifically at approaching art education from a Maoli perspective. Through extensive participant/observer reflections, two place-based and culture-based art education experiences are juxtaposed with an experience working on a culturally-based collaborative mural project. Four significant kuamo'o, a concept which holds multiple meanings, including: "backbone, spine; road, trail path; custom, way," (Puku'i & Elbert, 1986), emerge as significant markers of meaningful Maoli-based art education: 1) mo'oku'auhau, genealogy and acknowledgement of those who have come before us, 2) mo'olelo, stories which belong to our place, 3) an idea that I am labeling pili ka mo'o, which literally means, the lizard is intertwined but can be translated through metaphor to mean someone who is intimate and deeply connected, and 4) aloha, a profound and honest love.

APA, Harvard, Vancouver, ISO, and other styles

10

Riggs, Coragene 1938. "DISCIPLINE-BASED ART EDUCATION GUIDELINES FOR OLDER ADULTS (GERONTOLOGY)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276362.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Stavropoulos, Carol Susann. "A diagnostic profile of art understandings based on verbal responses to works of art /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779439845133.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Forrestel, Pam. "Empowering youth a framework for evaluating community-based art education /." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0007020.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Muirheid, Amanda J. "Visual Culture within Comprehensive Art Education and Elementary Art Curriculum." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/80.

Full text

Abstract:

This thesis addresses why a comprehensive art education curriculum needs to merge with visual culture in order to better serve current elementary students today. The review of literature supports this theory and proves that the two approaches work together to make learning relevant and effective. The units of study provided make up a guideline that show teachers how to include visual culture into the current comprehensive art education structure. This allows students to bring their own ideas and experiences into the classroom, and results in making the visual arts more personal. Following this curriculum will help students own their education and ultimately gain higher level thinking and learning in the visual arts as well as other subject areas.

APA, Harvard, Vancouver, ISO, and other styles

14

Gargarella, Elisa. "Landmarks for Change: A Case Study Examining the Impact of a Community-based Art Education Program on Adolescents." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1176391368.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Chang, Jui-Jung. "Preliminary Research on Taiwanese Art Curriculum Design Based On Visual Culture." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1541.

Full text

Abstract:

In recent years, art education has started an on-going discussion on the issue of visual culture. In the past few years this issue also becomes topical due to the necessity to improve art education in Taiwan. Currently, art education based on visual culture has become a very important concern in Taiwan. However, the concept of visual culture has its origin in foreign theories. In order for our art professional to remain independent, it is essential that Taiwanese art teachers begin to address the issue of how to properly incorporate the concept of visual culture into the design of our art curriculum, by applying an educational method entirely based on the unique experiences of Taiwan. Responding to this need, I have tried in my current research to investigate the curriculum design model that is based on visual culture theories, and to combine it with a concept of cultural education that is uniquely Taiwanese. My hope is to provide a curriculum model that is based on native Taiwanese visual culture, which might ease the educators' efforts of turning theory into practice.Therefore, in the present study I will: (1) investigate the importance of applying visual culture to art education; (2) explore the suitability of applying the theory of visual culture to the design of art curriculum in Taiwan; (3) derive from this research a set of curriculum design principles based on the ideas of visual culture art education, which can be applied and linked to the cultural characteristics of Taiwan.

APA, Harvard, Vancouver, ISO, and other styles

16

Taran, Caroline. "Discipline-based art education : from theory to practice, challenges of implementation." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35320.

Full text

Abstract:

This study examines the concept of art education known as Discipline-based art education, (DBAE), from three vantage points. It begins by tracing the history and development of DBAE theory, and by examining its defining characteristics. It follows with a critical discussion of DBAE theory, specifically from within the context of multicultural education. The discussion then shifts to the realm of practice. The study describes a two week professional development program offered by the Minnesota DBAE Consortium, in Minneapolis, in the summer of 1995, and grounds the discussion in the results of questionnaires and interviews with six secondary school art specialists attending the Summer Institute. Finally, the study examines some of the potential challenges of implementation based on the issues that emerged as the participants translated theory into practice, and focuses specifically on the aspect of the incorporation of the disciplines of art criticism and aesthetics in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

17

Taran, Caroline. "Discipline-based art education, from theory to practice, challenges of implementation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0006/MQ29573.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Fleming, Miri 1947. "First year of discipline-based art education implementation by classroom teachers." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276746.

Full text

Abstract:

The subject of art in Arizona elementary schools is often taught by general classroom teachers with no art training. In an attempt to rectify this situation, The 1986 Arizona Institute for Elementary Art Education, following the example of the Getty Institute for Educators on the Visual Arts, created Staff Development and Curriculum Implementation Programs for these teachers. This study evaluates the Curriculum Implementation Program of Year One of the Arizona Institute. Data for the study were compiled from 10 classroom observations and 23 interviews of Institute participants by two evaluators. The components of discipline-based instruction taught during Summer Staff Development were implemented by all participants. Implementation was on at least a mechanical level of use, and the evaluators' results showed interrater agreement.

APA, Harvard, Vancouver, ISO, and other styles

19

Beeshligaiiyitsidi, Roberto Randall 1943. "IMPROVING VISUAL ARTS PROGRAMS FOR NAVAJO STUDENTS THROUGH DISCIPLINE-BASED ART EDUCATION." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/276522.

Full text

Abstract:

This thesis will promote an understanding of discipline-based art education in conjunction with some methods of Navajo culture for the purpose of teaching the visual arts. How the Navajo child responds to natural objects, and to those objects of the Southwest he or she identifies as works of art, is shaped by the culture of the Navajo child. The methods that the Native American teacher has already attained of the Navajo culture would exercise discipline-based art education and could provide a much-needed vehicle by which to converge the theoretical bases of the profession.

APA, Harvard, Vancouver, ISO, and other styles

20

Ramirez, Erika Ivana. "Engaging the public| Teaching currents in Los Angeles based art museum education." Thesis, California State University, Los Angeles, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1597688.

Full text

Abstract:

This study is an overview of how museums utilize informal learning as a primary source of engagement to improve overall visitor experience while building community interest. For this study, it was important to look at the history and purpose of museums origin and the evolution of their function from an art institution to an educational institution. The top 3 Los Angeles based museums; the Los Angeles County Museum of Art, the J. Paul Getty and the Museum of Contemporary Art were all put under the various scopes to deduce if they are utilizing their education department to be the best of their ability to create meaningful experiences for their visitors. They were evaluated based on their use of technology, use of dialogue and the overall experience within the museum. Lastly, this study stresses the importance of public art to incorporate all three areas of informal learning.

APA, Harvard, Vancouver, ISO, and other styles

21

Nicula, Jessica Y. "Teaching Boys More Effectively in the Art Classroom: A Personal Investigation." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/91.

Full text

Abstract:

In this thesis, I reflect upon an art educator’s experience teaching boys and developing an art curriculum with a boy focused framework. Two comprehensive units on monsters are included along with research on teaching boys and choice based practices in the art classroom. I also reflect on the creative process of lesson planning with the needs of male learners in mind.

APA, Harvard, Vancouver, ISO, and other styles

22

Markey, Jill Reiling. "A qualitative exploration of discipline-based art education and the Ohio Partnership /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu14876768471184.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

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.

Full text

Abstract:

Thesis (M.S.)--Central Connecticut State University, 2002.
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.

APA, Harvard, Vancouver, ISO, and other styles

24

Mohoric, Lauren E. "Restructuring to a Substantial Choice-based Art Curriculum." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent15877419441678.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

SCHWARTZ, KATHERINE ANNE. "EDUCATORS' PERCEPTIONS OF AN INSTRUCTIONAL SUPERVISION SYSTEM FOR DISCIPLINE-BASED ART EDUCATION." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184036.

Full text

Abstract:

This study investigated educators' perceptions of an instructional supervision system for implementing discipline-based art education (DBAE). The purpose was to determine whether teachers, principals, and supervisors who are in a position to use the system perceive its components as clear and useful. The survey research design on which this study was based was carried out at the 1985 Getty Summer Institute for Educators on the Visual Arts. The sample for the design included 47 educators defined by their institutional role and their knowledge of DBAE: Returning Principals, Elementary Classroom Teachers, Art Educators, Art Supervisors, and New Principals. The respondents rated 25 DBAE teaching behaviors on a Supervision Scale from 1 (No Help) to 5 (Very Helpful), and an Art Content Scale from 1 (Unclear) to 5 (Clear). Written comments were compiled and qualitative comparisons were made within and between groups. A Principal Components Factor Analysis was used to determine the underlying factors within the Supervision System. Analyses of variance techniques were used to determine whether there were statistically significant differences among the four educator groups for each of the teaching behaviors. Pearson product moment correlation was used to determine relationships between total ratings and the respondents' years teaching, years in educational administration, and years as art educator. The results of this study indicate that: (1) the teaching behaviors in the Supervision System measure three distinct constructs of DBAE instruction: Content, Curriculum, and Context; (2) the System was perceived as clear and useful by each of the educator groups included in this study; (3) the items were rated higher as their years in educational administration increased; and (4) the Content and Curriculum items were rated lower as years in art education increased, while the context items were rated higher. The DBAE approach to teaching art is in its development stages. The constructs included in the Supervision System should be reevaluated as DBAE evolves.

APA, Harvard, Vancouver, ISO, and other styles

26

Pedraza, Jennifer E. A. "Assessment of “Community Stepping Stones,” a Community-Based Youth Art Education Program." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3613.

Full text

Abstract:

Community Stepping Stones is an art education program whose objective is to “provide education, mentor children and adolescents, enhance the community economics, and enrich the quality of life in the community” (Community Steppping Stones [CSS], 2009a). Community art education programs, particularly for youth, have become increasingly popular as a way to address and prevent delinquent behavior. However, art education programs have proven challenging to evaluate and sustain. The goal of my thesis was to explore how Community Stepping Stones implemented and evaluated a community-based youth arts education program compared to other, similar programs and how the organization could make the program more effective and more sustainable long-term. As part of an internship with Community Stepping Stones, I conducted participant observation, document review, and interviews with individuals affiliated with Community Stepping Stones and other art education programs in the community. Data was collected between February 2009 and September 2010.Community Stepping Stones has grown significantly during my involvement with the organization, expanding funding, programming, and staff. Current efforts to reinforce evaluation measures and secure additional funding sources will help make the program more sustainable in the future. Additional efforts towards collaboration with other community and government organizations, increased community involvement, and better program organization will also be beneficial towards sustainability efforts. At this time, published evaluations of community-based youth art education programs and organizational impact on youth and community are limited. Although not a comprehensive assessment, I hope my research can help bolster the literature in this area.

APA, Harvard, Vancouver, ISO, and other styles

27

Keys, Kathleen. "A search for community pedagogy." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060041293.

Full text

Abstract:

Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 260 p.: ill. (some col.). Includes abstract and vita. Advisor: Christine Ballengee Morris, Dept. of Art Education. Includes bibliographical references (p. 236-246).

APA, Harvard, Vancouver, ISO, and other styles

28

Kim, Hwang-Gee. "A survey of Chung-Nam primary teachers' beliefs about discipline-based art education /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060112.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

MacGillarvry, LuAnne C. "Investigating an elementary art curriculum based on the work of Julie Taymor." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407399165.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Driskell, Catherine A. "Critical Voices in Action: Teaching for Social Justice in Community-based Art Education." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/32.

Full text

Abstract:

If community is defined as a group of teachers, learners, and others who collaborate to achieve common goals, art education that is based on the interests and needs of that community can be identified as community-based art education (CBAE). CBAE programs often have goals that are congruent with educational theory or pedagogy for social justice. In this study five CBAE programs were examined for purposes, goals, instructional methods, and curriculum in order to determine how pedagogy for social justice could be applied to art education in community-based settings. The five CBAE programs were evaluated with a rubric integrating social justice into community-based art education. That information was used to create a set of best instruction practices for teaching for social justice in CBAE, as well as curriculum recommendations.

APA, Harvard, Vancouver, ISO, and other styles

31

Mitchell-Singer, Susan 1956. "Discipline-based art education: Frameworks for planning content in the middle/junior high program." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291956.

Full text

Abstract:

This thesis examined the problem of identification and organization of content in discipline-based art education (DBAE) for the middle/junior high level. The literature in the field identified the content of DBAE, models to organize content, and information on planning programs appropriate for early adolescence. This research guided the development of two frameworks that represent the outcome of this study. One framework presents an overview of DBAE content from the disciplines of aesthetics, art criticism, art history, and art production. The other framework provides a format for selecting art content suited to the developmental level of students in a specific middle/junior high school art program. The frameworks were developed to assist art educators in planning the content of DBAE programs designed to lead students to an increased sophistication, understanding, and appreciation of visual art.

APA, Harvard, Vancouver, ISO, and other styles

32

Ahlschwede, Willa Elizabeth, and Willa Elizabeth Ahlschwede. "Affective Learning in the Museum: Community-Based Art Education with Military and Veteran-Connected Families." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624094.

Full text

Abstract:

This study documents affective learning during a community-based art museum education program for military and veteran-connected families, which included gallery teaching, art-making, and a final exhibition of participant artwork. A review of literature on public pedagogy, affective learning, museum education, and community-based art education provides the theoretical framework for the study. Narrative ethnography and participant observation were employed by the primary researcher-educator to gather a diverse array of data and construct a holistic narrative of the development of and participant experiences within the art museum program. Data collected includes field notes, personal communications (such as meeting notes and emails), interviews, open-ended survey questions, curriculum artifacts (such as lesson plans and worksheets), and artworks created by military family members. Analysis of the educator goals, participant expressions, and personal interactions informs the final discussion of how affective learning took place within one museum program and how attention to this domain of learning can enrich museum programs for diverse community members.

APA, Harvard, Vancouver, ISO, and other styles

33

Chuang, Cheng-Cheng. "A case study of web-based learning project - \"cyber museum of Chinese Art\" /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486400446372986.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Aiyeleye, Fadeke Olukemi 1956. "Preservice elementary teachers: A discipline-based approach to teaching art in Nigerian elementary schools." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291945.

Full text

Abstract:

This thesis defines and presents the development of a discipline-based art curriculum, for use of preservice teachers in Nigerian elementary schools. It includes a rationale for the discipline-based art approach, and a written plan as a basis for systematic and sequential art instruction, across grade levels one to six. It is important to study this particular area in order to fulfill the need for the improvement of Nigerian art education based on the writings of some selected Nigerian art educators, for example like Emeji (1976), Olorukooba (9185), Obanya (1978), Olaitan (1980), as discussed in Chapter III of this study. The SWRL elementary art program and Crizmac (Tribal design) have been used as models for developing a discipline-based art instruction as stated in Chapter III of this thesis. It is hoped that Nigerian elementary teachers and children, through this proposed art education program will be able to gain a better understanding and appreciation of their artistically rich culture.

APA, Harvard, Vancouver, ISO, and other styles

35

Harris, William Elgie. "A Qualitative Study of Elementary Teachers Implementing Multicultural Content With Discipline-Based Art Education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487931993469464.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Politsky, Rosalie. "A comparative analysis of interpretive strategies and its implications to discipline-based art education /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487677267727733.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Bell, Andrew. "Inquiry-Based Methods in the International Baccalaureate Primary Years Program Art Room." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5378.

Full text

Abstract:

The International Baccalaureate Primary Years Program [IB PYP] is a student-driven, inquiry-based elementary school level educational program that has grown rapidly in the United States since its creation in 1997. This study explores how IB PYP art teachers define and implement inquiry-based instructional methods in their art rooms through a nation-wide, online survey of art teachers, coordinators, and administrators. The Survey consists of 22 questions which ask respondents to describe their classroom practices and provide examples of how they make use of inquiry-based methods in the art room. The responses to this survey were then value coded for four different phases of inquiry and three degrees of student-centeredness to analyze understandings of these practices. This study concludes that conceptions of these instructional methods vary greatly in occasionally contradictory ways. There is need for more robust lesson plans examples and increased frequency and access to subject specific training, in both physical and online settings.

APA, Harvard, Vancouver, ISO, and other styles

38

Chen, Ting-Yu. "Using visual culture to address gender expectations in middle school art education: Visual art curriculum design based on the Manga Ranma1/2." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1129.

Full text

Abstract:

In this thesis, I identify and explore approaches to middle school art curricula that address the cultural expectations of gender in visual culture media. I use images from the Japanese comic Manga: Ranma1/2 to develop units of instruction with goals of engaging students in relating the study of art to their visual culture outside the classroom. The unit has three lessons that deal with cultural expectations of gender to help students become aware of understand gender differences in contemporary society. In the lessons, students examine how the Manga characters are depicted differently according to the character's gender. Also, the teacher utilizes feminist pedagogy which considers how educators and students can work in a classroom with less power struggles. Educators provide students space to let them open-minded to have conversation in the classroom. Through sharing personal experience and interacting with classmates and teachers, students may owing to the empower activity to get more confidence in their academic studies.

APA, Harvard, Vancouver, ISO, and other styles

39

Derickson, Judith Anne 1948. "USE OF DISCIPLINE-BASED ART CURRICULUM IN CORRECTIONAL INSTITUTIONS." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275303.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Stuebe, Susan Martignetti. "Art-Based Antecedent Intervention to Support On-Task Behavior for Preschool Children with Disruptive Behavior." Thesis, Purdue University Global, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837940.

Full text

Abstract:

2-Shapes (Stuebe, 2017), an art-based antecedent intervention, was introduced as an intervention to regulate disruptive behaviors in this study. The researcher was interested in discovering whether this art-based antecedent activity could help manage self-regulation in a K3 student during group time. The goal of this art-based antecedent study was to provide a meaningful intervention to a child that supports self-regulation, improves self-awareness, and supports intrapersonal and interpersonal thought processes to manage changing conditions. The results of the study revealed the importance of completing a thorough Functional Behavioral Assessment followed by a Functional Analysis to understand the function of a class of disruptive behaviors exhibited by a K3 child. The interview process prior to any assessments may answer many of the questions researchers have about the function of target behaviors and should be completed thoroughly with a great deal of thought and detail. This study demonstrated the need for addressing these steps in determining an appropriate intervention. Results from a Functional Analysis performed after the data collection process determined that the function of the disruptive behavior was attention and that this intervention, if proven effective, would have been addressing the function of attention and therefore would have been an effective treatment for the identified child.

APA, Harvard, Vancouver, ISO, and other styles

41

Pierce, Mara Kristin. "An Investigation Of The Significance Of Place: Working Toward A Means Of Cultural Relevance In Diné-Serving Art Classrooms." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556731.

Full text

Abstract:

The purpose of this research study was to explore how the significance of place serves as a part of Indigenous—specifically Diné (Navajo)—education cultural responsiveness in the art classroom. Further, objectives of the study included learning how North American art teacher educators can more effectively weave Indigenous understandings of place into pre-service art teacher education to benefit Indigenous learners' needs. I employed a qualitative approach to this study using multiple methodologies: ethnography, phenomenology, an Indigenous research methodology, and arts-based research. Through personal interviews with six participants—two Diné artists, two art teacher educators, and two unfamiliar art teachers new to reservation-serving schools—I sought to locate culturally situated perspectives and values. The goal of the interviews was to gather ideas about the significance of place, about relationships between place and art, and about art teacher preparation for teaching in Diné-serving schools. The design of the study also included new unfamiliar non-Diné art teacher preconceptions and in-situ learning experiences of teaching on the reservation. Beyond the participant interviews, I engaged an arts-based exploration of my experiences with Diné people as an outsider/insider member of the Diné community. The artwork I created also helped weave together data from participant interviews. Findings from the Diné artist participants suggested that places hold significance in Diné culture, art making, and the display or use of art. According to Diné epistemological perspective, place is more than just a physical location, and different from some mainstream ideas about place. For Diné interviewees, place is a container of aspects of life such as energies, nature, spirits, people, and a multitude of other significances, some tangible and some intangible. Findings from interviews with art teacher educators of other Indigenous groups also indicated that place is significant to many Native American peoples, and the idea of that significance is difficult to transmit to Euro-American pre-service teachers. Interviews also indicate that focusing teaching education on social justice theories and employing Native American art and artists can assist in the preparation of pre-service art teachers to teach in reservation or pueblo communities. However, there are deeply rooted cultural concepts that come into play once the new teacher reaches her/his teaching assignment community. Lastly, findings revealed that new unfamiliar art teachers experience a number of obstacles upon entering Diné communities when their prior understandings about the place is limited. Challenges include understanding acceptable cultural observances, student proclivities, and art making practices. Understanding significance of place, stereotyping concerns, and positionality challenges are among the themes that arose as a result of cross-participant analyses. The implications of this research study advocate for: a) building further knowledge about educating pre-service teachers about cultural relevance, stereotyping, and positionality in Native American-serving art classrooms; b) the need for continued cultural learning and mentoring in-situ; and c) the need for unfamiliar art teachers to develop culturally relevant teaching practices with the help of people in the community.

APA, Harvard, Vancouver, ISO, and other styles

42

Fleming, Margaret Jean 1954. "DISCIPLINE-BASED ART EDUCATION AS AN ALTERNATE APPROACH TO THE PROBLEMS ASSOCIATED WITH LEARNING ART HISTORY AT THE HIGH SCHOOL LEVEL." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276432.

Full text

Abstract:

The definition of discipline-based art education presented in this thesis includes all domains of art learning and practice: art history, art criticism, art production, and aesthetics. The study develops a series of art history lessons for adolescents at the junior high and high school level. Activities are designed to present instructional strategies appropriate to the educational needs and concerns of these groups of students. These lessons primarily focus on art history, and art criticism as a means for approaching studio production concepts. One instructional unit includes a day-by-day description of art history learning activities covering a period of 10 days, or two regular school weeks. Also included is a description of the order in which the art history, art criticism and production activities occur for each lesson. Specifics regarding media, materials, artists to be studied, styles, reproductions and the vocabulary terms and images to be used for each day are also included. (Abstract shortened with permission of author.)

APA, Harvard, Vancouver, ISO, and other styles

43

Costello, Eleanor Dale. "Kaleidoscope patterns : art education in an elementary classroom." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28030.

Full text

Abstract:

In September 1985, a new Fine Arts Curriculum Guide/Resource Book was introduced in elementary schools throughout British Columbia. The purpose of this study was to investigate a practitioner's use of the guide within her classroom. Enquiry into the quality of the practitioner's living within the tensionality between this curriculum-as-plan and her curriculum-as-lived experience provided a counterpoint for the researcher's personal reflections on her experiences as a school art specialist and district resource person. An art education evaluation model based on art criticism concepts provided a flexible framework for this study. Classroom observations and reflective dialogue between teacher and researcher raised these issues: the lack of integration and balance between artistic, linguistic, and mathematical modes of learning within the overall school curriculum; the nature of school art, child art and art appreciation as each relates to curriculum goals for art education; evaluation in art education; and the "being" of children and the "being" of women teachers within present educational institutions. The study generated reflections on possible changes in the roles of learners, teachers, art specialists, and educational researchers as they adapt to curriculum change.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

APA, Harvard, Vancouver, ISO, and other styles

44

Hood, Emily Jean. "Creative Matter: Exploring the Co-Creative Nature of Things." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404623/.

Full text

Abstract:

This dissertation is about new materialism as it relates to art education. It is a speculative inquiry that seeks to illuminate the interconnectivity of things by considering the ways in which things participate in generative practices of perceiving and making. To do so, the dissertation pioneers an arts-based methodology that allows for broad considerations about who and what can be considered an agent in the process of art making. In this inquiry, the researcher is an artist-participant with other more-than-human and human participants to construct an (im)material autohistoria-teoría, a revisionist interdisciplinary artwork inspired by the work of Anzaldúa. The term w/e is developed and discussed as new language for expanding upon Braidotti's posthumanist subjectivity. New theories called thing(k)ing (including found poetry) and (im)materiality are discussed as movements towards better understanding the contributions of the more-than-human in artmaking practices.

APA, Harvard, Vancouver, ISO, and other styles

45

Jung, Hyunil. "The Development of a Community-Based Art Education Curriculum for a Korean School in the United States: a Case Study." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1217340266.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Lewis, Roberta 1949. "Benefits of an adapted discipline based art education program for behaviorally disordered public school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276773.

Full text

Abstract:

This thesis examines the significance of the study of art, specifically discipline-based art education, for behaviorally disordered public school students. A brief description of the distinctions between art education and art therapy is given and appropriate terms are defined. A discussion of the labels that constitute behavioral disorders and the general educational needs of that population is included. General benefits of art instruction for behaviorally disordered (BD) students are explored with the intention of demonstrating how a discipline-based art program can specifically enhance those benefits. A sample discipline-based drawing lesson adapted for behaviorally disordered students follows.

APA, Harvard, Vancouver, ISO, and other styles

47

Koh, Youngaah. "Community-based Culturally Relevant Art Education for Korean-American Elementary Students: Impact and Policy Implications." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563209394172921.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Allen, Aimee Littlewood. "Imaging Spaceland, The Hockney - Falco Thesis: An Arts-based Case Study of Interdisciplinary Inquiry." Thesis, The University of Arizona, 2007. http://hdl.handle.net/10150/193289.

Full text

Abstract:

The Hockney - Falco Thesis (THFT) refers to findings published by the artist, David Hockney, and his fellow collaborator, Dr. Charles M. Falco, University of Arizona Professor of Optical Sciences. THFT builds upon Hockney's theories first published in his book, Secret Knowledge: Rediscovering the Lost Techniques of the Old Masters (2001, 2006), by further demonstrating how some Renaissance artists including, van Eyck, Lotto, and Caravaggio, used optics as tools for creating works of art.This arts-based case study reveals that Hockney and Falco's discoveries were significantly informed by their respective practices of art and imaging, and demonstrates why Falco's experiences with Hockney, specifically, has and continues to influence his scientific research practice. These findings support Sullivan's (2004, 2005, 2006) theory of art-practice as research and demonstrate that THFT has significant implications for research and instruction of art and visual culture education.

APA, Harvard, Vancouver, ISO, and other styles

49

Chronaki, Anna. "Case studies in the teaching of mathematics through the use of art-based activities." Thesis, University of Bath, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337799.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Woodruff, Anthony W. "USING VIDEO BASED INSTRUCTION TO TEACH ART TO STUDENTS WITH AUTISM SPECTRUM DISORDER." UKnowledge, 2014. http://uknowledge.uky.edu/art_etds/5.

Full text

Abstract:

Students with Autism Spectrum Disorders often do not respond to common pedagogical strategies and traditional in vivo teaching approaches. From my observations, students diagnosed with Autism Spectrum Disorders learn best when material is presented through technology. Based on the information found in the literature review and personal observations from working with students with special needs, when students with Autism Spectrum Disorders receive video based instruction by watching recorded art lessons, they may learn to develop artistic skills and retain more art content knowledge with greater success than through traditional teaching methods. The purpose of this research study is to test the hypothesis that video based teaching methods can improve the learning of students with autism in a series of art lessons.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!