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Dissertations / Theses on the topic 'Bombay School of Art'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Vance, Nicole Ashley. "Integrators of Design: Parsi Patronage of Bombay's Architectural Ornament." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6053.

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The seaport of Bombay is often referred to as India's "Gothic City." Reminders of British colonial rule are seen throughout South Bombay in its Victorian architecture and sculpture. In the heart of Bombay lies the Victoria Terminus, a towering, hybrid railway station blending gothic and vernacular architectures. Built at the height of the British Empire, the terminus is evidence of the rapid modernization of Bombay through the philanthropy of the Parsis. This religious and ethnic minority became quick allies to the British Raj; their generous donations funded the construction of the "Gothic Ci

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2

Ithurbide, Christine. "Géographie de l'art contemporain indien : villes, acteurs et territoires : le cas de Bombay (Inde)." Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCC005.

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L'art contemporain indien s'est pleinement inséré dans des dynamiques institutionnelles et marchandes globales au cours des décennies qui ont suivi la libéralisation économique de l'Inde des années 1990. Bombay qui représente depuis la fin du XIXe siècle une capitale commerciale et un carrefour culturel en Asie, s'affirme comme la principale métropole du marché de l'art contemporain indien dont les activités sont regroupées dans le district artistique au sud de la ville. L'objet de cette thèse est d'analyser le processus d'adaptation et de transformation des territoires locaux face à la global

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3

Crawford, Jennifer Marie. "Edinburgh Art School." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/74870.

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4

Tse, Ching-kan Curry, and 謝正勤. "School of Chinese Art." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984836.

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5

Tse, Ching-kan Curry. "School of Chinese Art." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950964.

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6

Feijoo, Manuel. "Vertical School of Art." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23104.

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Vertical Buildings (skyscrapers) challenge our perception of space, our perception of scale, our idea of movement, they challenge the way we live. Currently urban cities are becoming more and more dense. Lack of space is a big issue and now buildings are being torn down and are replaced by skyscrapers. And these new skyscrapers are being redefined to house a living and working environment. <br /><br />Cubism challenges our perception of depth, our tactile sense, our ideas of proportion. Cubism, as a 20th century movement, was in continuous exploration of the senses. Cubists challenged the con

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7

Skevk, Therese. "Art and Music Profile School." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135474.

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8

Puchyr, Donna Conklin. "The effectiveness of art criticism on pre-school children's art vocabulary." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1991. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1991.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2751. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 39-45).

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9

Teague, Barbara A. (Barbara Ann). "An Assessment of Arkansas Middle school/Junior High School Art Programs Using National Art Education Association Standards." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331828/.

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The purpose of the study was to make an assessment of Arkansas middle school/junior high art programs using National Art Education Association standards. Data were collected from questionnaires, curriculum guides, and school visitations. Participating in the study were 127 schools enrolling 53,502 students of which 14,755 (28%) were taking art classes. For comparisons, the state was divided into five regions.

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10

Underhill, Helen P. V. "Art school, art world, art circuit : an ethnography of contemporary visual art education and production in two Palestinian locations." Thesis, SOAS, University of London, 2018. http://eprints.soas.ac.uk/30303/.

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11

McCusker, Nicole Catherine. "Performance, Art and the Female Nude at Dr Sketchy's Anti-Art School." Thesis, University of Canterbury. Social and Political Sciences, 2012. http://hdl.handle.net/10092/7656.

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My thesis examines the event of Dr Sketchy's Anti-Art School, which has branches in over 120 cities worldwide. Dr Sketchy's combines the format of a life drawing class with burlesque performance, creating an event that focuses on both the performance and the creation of art by the attendees. Dr Sketchy's was begun in New York in 2005 by its creator Molly Crabapple, now an internationally recognized artist and popular alternative celebrity. I focus my study on the Christchurch branch of Dr Sketchy's Anti-Art School, founded in June 2010 by Audrey Baldwin, a performance artist and Fine Arts grad

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12

Fouquet, Monique. "Contemporary art/contemporary pedagogy : interrupting mastery as paradigm for art school education." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31304.

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Contemporary art/contemporary pedagogy: interrupting mastery as paradigm for art school education is a narrative exploration of artistic and pedagogical practices within the specific context of post-secondary art school education in stand alone art schools as opposed to a university art department. This study considers the following three primary questions: How can art school education better reflect postmodern cultural production? What are some of the ways in which pedagogical practice disrupts the monolithic model of mastery? How can art school pedagogy be re-oriented away from an overly det

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13

Cairns, George M. "Glasgow School of Art : an architectural totality." Thesis, Glasgow School of Art, 1992. http://radar.gsa.ac.uk/4898/.

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This thesis presents a study of the Glasgow School of Art, based primarily upon study and analysis of the building's technology and spatial functionality, rather than of the visual attributes of the design. In so doing, the study analyses key factors relating to the School's origins, the means of its procurement and the likely contributions of parties other than Charles Rennie Mackintosh to the overall design process. A 3-dimensional drawn study is presented which was prepared as an analytical tool in the study of the building's technology. The drawings also provide a record of the spatial ass

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14

Albertson, Rebekah Ann. "Art and identity: the high school artist." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/2667.

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The purpose of this study is to investigate the artistic identity of high school females and the relationships they have with their art teachers. The research compiled my own experience as a high school student with the reflections of five participants who graduated from high school within the past five years. Each participant was interviewed about her time in high school related to art, including relationships and events in and outside of the art classroom. The themes that emerged from each participant's experience brought about the conclusion that the high school artistic identity is compris

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15

Ewing, Gillian. "Secondary school art education : the artist’s viewpoint." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25386.

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Artists are seldom consulted in the making of school art programs yet many are vitally concerned with the need for a visually literate public. This study summarizes the history of art education, examines recent issues documented by art educators, looks at opinions of artists of this century on the teaching of art, and presents interviews with six British Columbian artists to elicit their thoughts on what is necessary in a secondary school art curriculum. The interviews are essentially informal in nature and only those remarks dealing with secondary school education, or related concepts, are i

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16

Morales, Monica R. "Defining Community-Based Art Therapy: How Art Therapy in School Settings is Facilitating Community-Based Art Therapy." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/497.

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This research explores the overlap between community-based art therapy and school-based art therapy through the surveyed experiences of art therapists working in school settings, and informed by community-based art therapy components and characteristics identified in A Model for Art Therapists in Community Practice by Dylan Ottemiller and Yasmine Awais. A literature review focused on five components and characteristics identified within the community-based art therapy literature, and informed the review of school-based art therapy literature based on the community-based art therapy themes. A q

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17

Luehrman, Mick. "The art experiences of Missouri public school principals and their attitude toward art education /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953879.

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18

Hjelde, Katrine. "Constructing a reflective site : practice between art and pedagogy in the art school." Thesis, University of the Arts London, 2012. http://ualresearchonline.arts.ac.uk/5890/.

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Constructing a Reflective Site is a fine art practice-based research project, which considers the relationship between art practice and teaching. It does this through a critical examination of reflection in art, in pedagogy and in philosophy. Contemporary art forms, like relational practice, discursive practice and artists appropriating education as their medium, raise new questions regarding the mechanisms by which practice informs or can inform teaching within Higher Education. Reflection can be one way to elucidate and question this interrelationship towards an understanding of how notions

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19

Bastiaans, Patricia A. "Integrating art into the basic elementary school curriculum." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/312.

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20

Henson-Dacey, Jacqueline B. "High School Visual Art Students' Perceptions of Creativity." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1406.

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When high school art teachers do not understand how their students experience creativity, studio art programs are less effective in fostering student learning than they would otherwise be. Nevertheless, extant research does not reveal a consistent or comprehensive understanding of how adolescents experience creativity in art education. Drawing on Csikszentmihalyi's theory of creativity and flow, this study explored students' perceptions of creativity and its relationship to flow, or the state of consciousness associated with optimal pleasure. This phenomenological study investigated students'

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21

Hollopeter, Anissa A. Ms. "Art Therapy Program Development for Elementary School Students." Ursuline College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=urs1210366744.

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22

Lau, Pui-chuen Lisa. "A place for art : dissolution of boundaries /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950137.

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23

Alvarez, Azalea Aluija. "The effects of an augmented art curriculum on the attitudes of high school art students toward diversity in art." FIU Digital Commons, 1995. http://digitalcommons.fiu.edu/etd/1118.

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The purpose of this study was to investigate the effects of an augmented art curriculum on high school art students to determine if those receiving it had more positive attitudes toward diversity in art and used diversity in their art more than students receiving traditional instruction. This study was conducted in a South Florida public high school, with beginning art students. Using a posttest-only control group design and ANOVA (a = .05), it was found that students (n = 54) receiving an augmented art curriculum did not have significantly higher scores on the Attitudes About Art questionnair

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24

Schroeder, Catherine Marie. "Artventures: a multiple-visit school-museum program." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392313198.

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25

Bergh, Amy. "TO THE AGES OF AGES: RECONCEPTUALIZING HIGH SCHOOL ART HISTORY CURRICULUM." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2434.

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Through this curriculum study, I explored the application of ideas found within contemporary art education to a course of traditional secondary art history. These contemporary art education ideas included: visual culture instruction, interdisciplinary instruction, contemporary art instruction, curriculum development, the use of enduring ideas, and the inclusion of a variety of perspectives based on gender and ethnicity. Through these art education ideas, a new curriculum was formed, that pushed both the students and the teacher toward a more inclusive art history course that made real connecti

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26

Findlay, Judith. "Fine art as performance : a definition of the discipline (a study of the fine art world in the art school)." Thesis, University of Strathclyde, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366768.

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27

Nichols, Athena Irene. "Examining the Role of Active Student Engagement in High School Arts Courses." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/187.

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A primary challenge to educators is the design and implementation of effective student engagement processes. High school students cannot be successful if they are frequently absent from school, as active engagement opportunities reinforce knowledge and help to keep students enthused in their learning. To address the challenges of frequent school absences, this study examined a gap in the literature--namely, the relationship between active engagement and arts courses as a motivator for students to remain in high school. For this study, active engagement was defined as a process in which the stu

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28

Rawson, George Mansell. "Francis Henry Newbury and the Glasgow School of Art." Thesis, Glasgow School of Art, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323364.

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29

Rawson, George Manson. "Francis Henry Newbery and the Glasgow School of Art." Thesis, Glasgow School of Art, 1996. http://radar.gsa.ac.uk/5419/.

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This thesis takes the form of a biographical study of the art teacher and painter Francis Henry Newbery. Its focus is Newbery’s thirty-three year association with the Glasgow School of Art. The first two chapters examine Newbery’s early life and his educational background in Dorset and London where he attended the National Art Training School at South Kensington. John Beard, Newbery’s headmaster at the Bridport General School in Dorset, the educational theory of Friedrich Froebel and the modern approach to art teaching of Edward Poynter the Principal of the National Art Training School are all

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30

Lysyk, Linda Marie. "Native art and school curriculum : Saskatchewan Aboriginal artists' perspectives." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30166.

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This study presents Aboriginal artists' perspectives on the study of Native art in the school curriculum. The case study is a naturalistic inquiry that employs ethnographic techniques to interview nine Saskatchewan artists, five females and four males. Overall, the artists agree on having Native art content in school programs, especially for Native students. All the artists believe that Aboriginal peoples should be involved in the definition and presentation of their art in the school curriculum. The artists show that content, and materials, may or may not be traditional. The artists prefer

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31

Liao, Y. "The art school ethos across cultures : UK and China." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/28862/.

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This research investigated the culture and identity of art and design institutions through making comparisons between British and Chinese independent art schools and art schools in multidisciplinary universities, and the cultural contexts behind these art schools in the two countries. The study employed a semi-structured and open-ended qualitative interview approach, and adopted cross-national research as a framework. Mergers between independent specialist art and design institutions and multidisciplinary universities in the UK and China were examined as a starting point to make the comparison

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32

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.

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33

Cruz, Kymberly M. "School-Musuem Partnerships: Examining an Art Musuem's Partnering Relationship with an Urban School District." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/92.

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Art education has faced cutbacks in school funding because of the mandates and current trends in our nation’s educational policies. The United States Department of Education states that its federal involvement in education is limited. In fact, federal legislations, regulations, and other policies dictate the structure of education in every state particularly with the No Child Left Behind Act (NCLB) and now the Race to the Top (RTTT) initiative. The arts have been unfavorably impacted under the nation’s most predominant policy, NCLB, and run the risk of further adverse impacts with RTTT, regard

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34

Fay, Kellie Marie. "Curating the Abandoned School: Voices of Youth in an Alternative High School Art Class." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5510.

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An art teacher at an alternative high school examines how self-study and narrative influence art making in the classroom. This teacher-researcher-artist uses a/r/tography to study more deeply her role in creating curriculum that deals with students' stories as a meaning-making device. The a/r/tographer identifies herself as a type of teacher-curator of student narratives and explores the nuances of her particular research site. As the researcher more closely examined her own identity as artist, teacher, and researcher, she came to understand that this research was largely a study of self. Spec

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35

Kriel, Benjamin. "Preparation for school art: young children's meaning making practices in out-of-school settings." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13718.

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This thesis examines children’s meaning making with art related media in the home of a set of siblings, a brother and sister, of 8 and 6 years old respectively. It is argued that children’s meaning making with art related media is a self-sustaining, multimodal and dialogic site where family narratives, identity and childhood aims and intentions converge. It is argued that when art oriented adults, who seek to promote their child’s artistic growth, are sensitive to the dynamics of child meaning making, especially those that relate to play, they can achieve a more fruitful, aligned and relevant

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36

Bamford, Anne Kathleen. "The qualities of primary art teachers /." Electronic version, 2002. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.182559/index.html.

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37

Maloney, Nancy A. Fischer Amster Susan Frederica. "A Delphi study Illinois art administrators' identification of needs for quality art programs in K-12 schools /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203033.

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Thesis (Ed. D.)--Illinois State University, 1991.<br>Title from title page screen, viewed December 12, 2005. Dissertation Committee: Susan F. Amster (chair), Jack A. Hobbs, Thomas C. Fitch, Angela G. Paterakis. Includes bibliographical references (leaves 61-63) and abstract. Also available in print.

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38

Schowengerdt, Angela Nichole. ""Out of the Art Closet and Into the Middle School"." The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-07192007-130411/.

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In this project my primary goal was to expose the public to the artistic self that I was so sure of in high school, but had lost in the years following. I was so sure of myself and art while in the confines of middle school and high school. Once I got into college I found myself lacking that confidence, due to the fact that I was surrounded by many great artists and I felt as though I was not so great anymore. I lost sense of who I am as an artist, and put that talent on a back burner in my life. Since I began the creative pulse, I began regaining a sense of who I am, and realized that I had l

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39

Haslam, Susannah E. "After the educational turn : alternatives to the alternative art school." Thesis, Royal College of Art, 2018. http://researchonline.rca.ac.uk/3479/.

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This research problematises the contemporary phenomenon of alternative arts education after art’s ‘Educational Turn’, encompassed by evidence of a critical discourse between 2006 and 2016. The thesis addresses the questions: what are the alternatives to models of the alternative art school having emerged through the Educational Turn? And, how might dialogic engagement with organisations outside of the Turn propose something other for the future of alternative arts education? Contemporary art’s capacity to instrumentalise education, through its reimagining by artists and the co-option of ‘the a

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40

Wight, Mary Beth. "S.T.A.R.S. in the middle school: (Success Through Art Related Skills)." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1170.

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41

Liu, Wan-Chen. "An exploratory, descriptive study of art museum educators' attitudes in regard to art museum-elementary school collaboration." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0028/NQ38931.pdf.

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42

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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43

Cardassilaris, Nicole Ruth. "Bringing cultures together Elma Pratt, her international school of art, and her collection of international folk art at the Miami University Art Museum /." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204738152.

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Thesis (M.A.)--University of Cincinnati, 2008.<br>Advisor: Theresa Leininger-Miller, PhD (Committee Chair); Mikiko Hirayama, PhD (Committee Member); Anne Timpano, MA (Committee Member). Title from electronic thesis title page (viewed May 8, 2008). Includes abstract. Keywords: Elma Pratt; International School of Art; Zakopane, Poland; Miami University Art Museum; folk art; material culture; art education; museum collections; Polish folk art; women in art education; Brooklyn Museum; Franz Cizek. Includes bibliographical references.

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CARDASSILARIS, NICOLE RUTH. "Bringing Cultures Together: Elma Pratt, Her International School of Art, and Her Collection of International Folk Art at the Miami University Art Museum." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204738152.

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Haidar, Navina Najat. "The Kishangarh school of painting, c.1680-1850." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319068.

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46

Cheung, Ngar-wing Anita. "Children culture of the visual to what extent can the HK art curriculum address the intercultural diversity in art acquisition? /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35329634.

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Smith, Rachel Marie. "Public school art teachers' perspectives on controversy and censorship: a descriptive analysis." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1409231321.

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48

Campbell, Charles Petersen. "Bombay scarcity-relief policies in the age of reform, 1820-40 : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in History in the School of History, University of Canterbury /." 2009. http://hdl.handle.net/10092/2196.

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49

O'leary, Kendra Colleen. "Extending the K-12 art classroom into the after-school art club." 2013. http://hdl.handle.net/2152/21234.

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The purpose of this study was to investigate how teachers are utilizing school sponsored art clubs after the school day ends. The research was comprised of two parts of data collection. The first was an electronic questionnaire that was dispersed to the entire visual art faculty in Round Rock Independent School District, Round Rock, Texas. The second part of the research consisted of semi-structured interviews with selected qualified participants. This research is intended to better prepare current art club sponsors and encourage other art educators to take on the responsibility of art club sp

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Kuska, Ilana. "High school students interacting with video art." Thesis, 1990. http://spectrum.library.concordia.ca/3410/1/MM59142.pdf.

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