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Relevant bibliographies by topics / Art instruction

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Journal articles
Dissertations / Theses
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Academic literature on the topic 'Art instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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Journal articles on the topic "Art instruction"

1

Parsons, Frank A. "Vigueness in Art Instruction." Journal of Education 52, no. 17 (November 1990): 275–76. http://dx.doi.org/10.1177/002205749005201703.

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Holtzman, Reva Fine. "The Art of Field Instruction." Social Casework 69, no. 7 (September 1988): 463. http://dx.doi.org/10.1177/104438948806900708.

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Sivak, Michael V. "The Art of Endoscopic Instruction." Gastrointestinal Endoscopy Clinics of North America 5, no. 2 (April 1995): 299–310. http://dx.doi.org/10.1016/s1052-5157(18)30441-0.

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Proppe, Rebecca. "Instruction Paintings." Re:Locations - Journal of the Asia-Pacific World 2, no. 1 (May 15, 2019): 23–45. http://dx.doi.org/10.33137/relocations.v2i1.30801.

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In order to propose further research into non-Western avant-gardes and modernist narratives, this paper explores the contributions of Japanese-American artist Yoko Ono to our understanding of the narratives of modernism and contemporary art. Ono’s work is examined through her interactions with both Japanese and American avant-garde artists and philosophies, thus using Ono’s life and work as one potential case study in demonstrating the important dialog between East and West which manifested into several important avant-garde movements and artworks. My paper further seeks to complicate the traditional Western-centric narratives of art history by acknowledging intersectional readings of works and artists’ histories, by looking at Ono’s unique experience as a Japanese woman living in America, eventually marrying a pop singer whose fame would affect her public image for decades.

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Davidovitch, Nitza, and Ruth Dorot. "Interdisciplinary Instruction: Between Art and Literature." International Journal of Higher Education 9, no. 3 (April 22, 2020): 269. http://dx.doi.org/10.5430/ijhe.v9n3p269.

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This paper explores the developments and trends in higher education from a pedagogical perspective (specifically, multidisciplinary curricula) and research perspective (the interdisciplinary approach), and traces them from a last resort option to their recognition as a legitimate development with added value. The paper focuses on a case study that integrates two disciplines, art and literature, based on the poem by the Israeli poet Rachel entitled My Book of Poems and the painting The Scream by Norwegian artist Eduard Munch. The interdisciplinary approach opens up possibilities of enriching, expanding horizons, and breaking boundaries, and can grant graduates of the higher education system a cultural perspective suitable for the current generation of students, who typically use multiple interactive media and platforms, often simultaneously. This paper may shed light on teaching and learning of many diverse fields. The case study illustrates the joy of interdisciplinary learning and its academic benefits, despite the fact that for years, higher education institutions have tended to refer to researchers’ specializations in specific academic disciplines. This case study may serve as a model or source of inspiration for multidisciplinary learning involving motifs and topics that traditionally represent specific disciplines.

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IKEI, Nozomu. "Art and Technique in Sports Instruction." JAPAN JOURNAL OF SPORT SOCIOLOGY 14 (2006): 3–8. http://dx.doi.org/10.5987/jjsss.14.3.

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Geahigan, George. "Critical Discourse and Art Criticism Instruction." Journal of Art & Design Education 19, no. 1 (February 2000): 64–71. http://dx.doi.org/10.1111/1468-5949.00203.

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Frank, Polly P. "Active Library Instruction for Art Educators:." Art Reference Services Quarterly 1, no. 2 (January 14, 1993): 11–20. http://dx.doi.org/10.1300/j102v01n02_02.

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Arda, Zuhal. "Art instruction in pre-school education." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 150–53. http://dx.doi.org/10.1016/j.sbspro.2009.01.028.

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T., Nene, and William K.N. "Animated Infographics as A Potential Tool in Visual Art Pedagogy." British Journal of Contemporary Education 2, no. 1 (January 22, 2022): 1–16. http://dx.doi.org/10.52589/bjce-zqizrn0y.

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The study adopted a qualitative approach with the case study to ascertain the pedagogical environment and infographics format(s) used by Visual Art teachers in the teaching and learning of Visual Art subjects in Senior High Schools. Respondents for the study were sampled purposively and conveniently from KNUST Senior High School, Kumasi, Ghana. Findings from the study indicated the non-availability of animated infographics as an instructional tool in the Visual Art classroom and the inefficiency of instructional delivery with only textbooks. For better comprehension and achievement of instructional objectives, the study recommended animated infographics as an alternative pedagogical strategy to the conventional way of instruction in the Visual Art classroom.

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Dissertations / Theses on the topic "Art instruction"

1

Brogan, Devin. "Art in Wichita instruction, collection and innovation /." Diss., Click here for available full-text of this thesis, 2006. http://library.wichita.edu/digitallibrary/etd/2006/t024.pdf.

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Winther, Per. "The art of John Gardner : instruction and exploration /." Albany (NY) : State University of New York Press, 1992. http://catalogue.bnf.fr/ark:/12148/cb355876974.

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Soltero, Emilio. "The use of sequential art in literacy instruction /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.

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Thesis (Ph. D.)--University of California, Davis, 2004.
Degree granted in Education. Dissertation completed in 2003; degree granted in 2004. Also available via the World Wide Web. (Restricted to UC campuses)

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Seymour, Ronda Lee. "Using electronic media to enhance art instruction by home schoolers." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2001. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 2001.
Source: Masters Abstracts International, Volume: 45-06, page: 2810. Typescript. Abstract appears on leaves 1-2. Includes bibliographical references (leaves 58-60).

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Tollefson-Hall, Karin Lee. "Alternativeness in art education case studies of art instruction in three non-traditional schools /." Diss., This edition also available online via University of Iowa:, 2009. http://ir.uiowa.edu/etd/322.

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Parker, Jeanie S. "The impact of visual art instruction on student creativity." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/640.

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This researcher examined the relationship between visual arts programs and creative thinking skills of high school students taking a foundations of music course and an introductory visual art course. A gap existed in the current literature concerning visual art experience and creativity among high school students. This study was based upon the theories of Eisner, Gardner, and Csikszentmihalyi concerning creativity and art experiences. This researcher used a quasi-experimental, nonequivalent control group design. A convenience sample of 2 high school fine arts classes was comprised of 1 visual art class and 1 foundations of music class, giving a sample of 50 high school students. The visual art class was the treatment group that received visual art instruction. The foundations of music class was the control group that received no visual art instruction. Pre and post assessments were measured using the Torrance Tests of Creative Thinking (TTCT) after 1 term of instruction. Data analysis using the t-test showed that a statistically significant increase was found in creative thinking skills among high school students with visual art experience. The findings could help educational stakeholders to improve visual art curriculum and to seek funding for visual art programs. The findings will lead to social change in high school art curricula as documented in the current literature to a deeper understanding of the importance of teaching subjects that encourage creative thinking at the high school level. Social change implications include: (a) increased funding for visual art curriculum that will lead to positive social change by enhancing student creativity; (b) encouraging further research on the importance of creativity skills among high school students; and (c) increasing community awareness of the necessity of creative thinking in the global economy and the value of visual art experience in helping students gain creativity skills.

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Dwyer, Edward J., and R. Isbell. "The Lively Art of Reading Aloud to Students." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etsu-works/3372.

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Dwyer, Edward J. "The Lively Art of Reading Aloud to Children." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/3412.

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Yeilding, Donnie Cook. "Freshman composition instruction in Texas: the state of the art." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332693/.

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The purposes of this study were to determine freshman composition requirements, to describe organization of writing programs, to describe staffing of writing programs, to identify common textbooks and syllabi requirements, to describe course content and pedagogy, and to describe common goals and philosophies of Texas writing programs.

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Stroud, Elizabeth J. "Opening the Door to Meaning-Making in Secondary Art History Instruction." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5244/.

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Each day countless numbers of high school students remain standing at the threshold of the door to meaningful learning in art history because of traditional authoritative instructional methods and content. With the keys of feminist pedagogy, interactive teaching methods, and the new art histories, the teacher can now unlock that door and lead students to personally relevant learning on the other side. A case study using both qualitative and quantitative research methods was conducted in a secondary art history classroom to examine the teacher's pedagogical choices and the degree to which they enable meaningful and relevant student learning. The analysis of multiple sources of data, including classroom observations, revealed statistically significant correlations between the teacher's instructional methods and the content, as well as their impact on student meaning-making.

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Books on the topic "Art instruction"

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K, Milbrandt Melody, ed. Art for life: Authentic instruction in art. Boston: McGraw-Hill, 2005.

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Kämmerling, Jan. Bedienungsanleitung: Instruction manual. Köln]: Strzelecki Books, 2018.

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Oboe art and method. New York: Oxford University Press, 2009.

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Phillips, Harvey. The art of tuba and euphonium. Secaucus, N.J: Summy-Birchard, 1992.

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Ono, Yoko. Instruction paintings. New York: Weatherhill, 1995.

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The art of erotic massage. London: Javelin Books, 1988.

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Baker, Samm Sinclair. Masters of art. New York: Gallahad Books, 1987.

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Singing: The first art. Lanham, Md: Scarecrow Press, 2007.

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United States. National Weather Service, ed. Instruction manual: Automatic Radiotheodolite ART-1, 1R, maintenance. [Silver Spring, Md.?]: U.S. Dept. of Commerce, National Oceanic and Atmospheric Administration, National Weather Service, 1996.

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The art of John Gardner: Instruction and exploration. Albany: State University of New York Press, 1992.

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Book chapters on the topic "Art instruction"

1

Agarwal, Vishnu. "Instruction and Mosaic." In The Art of Virtual LEGO Design, 193–287. Berkeley, CA: Apress, 2023. http://dx.doi.org/10.1007/978-1-4842-8777-4_8.

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Vercruysse, Emmanuel, Kate Davies, Tom Svilans, and Inigo Dodd. "Instruction and Instinct." In Robotic Fabrication in Architecture, Art and Design 2014, 223–31. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04663-1_15.

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Robbins, Janice I. "The Art of Questioning." In Advanced Reading Instruction in Middle School, 27–54. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232902-3.

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Shanbaum, Phaedra. "Instruction and the Interface." In The Digital Interface and New Media Art Installations, 78–104. New York : Routledge, 2019. | Series: Routledge advances in art and visual studies | Based on the author’s thesis (doctoral–Goldsmiths’ College, 2017) under the title: The interface is obsolete.: Routledge, 2019. http://dx.doi.org/10.4324/9780429467899-5.

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Watson, Vajra M. "Literacy Is a Civil Write: The Art, Science, and Soul of Transformative Classrooms." In Social Justice Instruction, 307–23. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12349-3_27.

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Catthoor, Francky, Praveen Raghavan, Andy Lambrechts, Murali Jayapala, Angeliki Kritikakou, and Javed Absar. "Global State-of-the-Art Overview." In Ultra-Low Energy Domain-Specific Instruction-Set Processors, 17–32. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9528-2_2.

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Winne, Philip H. "State-of-the-Art Instructional Computing Systems that Afford Instruction and Bootstrap Research." In Adaptive Learning Environments, 349–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77512-3_19.

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Moffatt, Ken. "3. Instruction in the Art of the Masculine: The Art of Daryl Vocat." In Troubled Masculinities, edited by Ken Moffatt, 61–76. Toronto: University of Toronto Press, 2012. http://dx.doi.org/10.3138/9781442660786-008.

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Shao, Chunyan, Chen Chen, and Shuya Guan. "ESP for Art Major Undergraduates: From the Perspective of English Learning Motivation." In English for Specific Purposes Instruction and Research, 53–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32914-3_4.

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Kontou, Tatiana, Victoria Mills, Boris Jardine, and Joshua Nall. "Edward Cookworthy Robins, ‘Buildings for Applied Science and Art Instruction’." In Victorian Material Culture, 242–45. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315400341-38.

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Conference papers on the topic "Art instruction"

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Wasson, Rajinder, David Mould, Robert Biddle, and Cristina S. Martinez. "A sketching game for art history instruction." In the International Symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2487381.2487384.

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Hayet, M. "Language instruction and language engineering." In IEE Colloquium Speech and Language Engineering - State of the Art. IEE, 1998. http://dx.doi.org/10.1049/ic:19980965.

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Leelasantitham, Adisorn, and Prawat Chaiprapa. "3D Thai-Boxing-Martial-Art Animation Computer Assisted Instruction." In 2008 International Conference on Advanced Computer Theory and Engineering (ICACTE). IEEE, 2008. http://dx.doi.org/10.1109/icacte.2008.200.

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Xia, Tianqiong. "Application of Metacognitive Strategies in EFL Writing Instruction." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.35.

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Gao, Congrui. "Current Instruction Situation and Reform Innovation in Advertising Design." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.135.

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Zhao, Di. "Research on the Status-quo of Language Teacher’s PCK for Reading Instruction." In 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.054.

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Huang, Yun-Ching, and Li-Hsun Peng. "Notice of Retraction: The creative art instruction enhances the humanistic spirit of communities." In 2017 International Conference on Applied System Innovation (ICASI). IEEE, 2017. http://dx.doi.org/10.1109/icasi.2017.7988455.

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Su, Chengchieh. "On the Spoken English Instruction from the Perspective of Intercultural Communication." In 2022 3rd International Conference on Language, Art and Cultural Exchange（ICLACE 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220706.076.

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Wahyudi, Mohammad Dani, and Amanah Fathani. "Developing Skill of Art Using the Explicit Instruction Model with Finger Painting Media in Kindergarten." In Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccite-18.2018.9.

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Tang, Hong, and Qinghua Peng. "Experimental Research in Phonics Classroom Instruction of Low-Grade Elementary Students from the Perspective of Translanguaging*." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.098.

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Reports on the topic "Art instruction"

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Cone, Christina. Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2096.

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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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Bruce, Judith, Sarah Engebretsen, and Kimberly Glazer. Building Assets Toolkit: Developing Positive Benchmarks for Adolescent Girls—Instruction Guide [Arabic]. Population Council, 2021. http://dx.doi.org/10.31899/pgy2016.1000.

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The Building Assets Toolkit is an approach for developing programs for speciﬁc segments of girls that will prepare them to better face the challenges of growing up. It will help program managers understand the needs of the girls in their community, engage stakeholders at different levels and with different viewpoints, and build concrete and meaningful programming for adolescent girls. The toolkit contains all the materials needed to help make a preliminary assessment of the assets a girl should acquire and the age by which she should acquire them. This document contains the Building Assets Toolkit’s List of Contents and Instruction Guide. The Instruction Guide provides step-by-step instructions on how to use the materials provided.

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Means, Barbara, Vanessa Peters, Julie Neisler, Korah Wiley, and Rebecca Griffiths. Lessons From Remote Learning During COVID-19. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/116.

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The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, based on interviews and focus groups with students and instructors.

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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.

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Angrist, Noam, and Rachael Meager. Translating effective education approaches, such as targeted instruction, across contexts. Centre for Excellence and Development Impact and Learning (CEDIL), September 2022. http://dx.doi.org/10.51744/ceb2.

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Multiple randomised trials have proven that targeted educational instruction is an effective approach to addressing learning gaps in low- and middle- income countries. This approach has been tested in multiple rigorous studies, including in Ghana, Kenya and India. This evidence brief reports a formal synthesis of the evidence and assesses the strength and generalisability of the evidence and the factors that drive the largest frontier effects in the literature. This brief also provides practical guidance on elements of targeted instructional approaches that drive the greatest impacts for students, and which are critical for the successful adaptation and scale-up of the approach across contexts.

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Pebay, Philippe P., and Robert L. Clay. Installation and Testing Instructions for the Sandia Automatic Report Generator (ARG). Office of Scientific and Technical Information (OSTI), April 2018. http://dx.doi.org/10.2172/1435689.

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Rada, Gabriel. What are the effects of interventions to improve adherence to medication? SUPPORT, 2016. http://dx.doi.org/10.30846/1608084.

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The potential benefits of effective medications may not always be achieved if patients do not take them as prescribed. Adherence is defined as the extent to which a patient follows the instructions given for a prescribed treatment. Many adherence interventions are intended to assist patients with completing this task.

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