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1
Haigh, Colleen, and n/a. "A history of the School Library Association in Canberra and District : the first decade 1971-1981." University of Canberra. Communication, 1988. http://erl.canberra.edu.au./public/adt-AUC20060714.120926.
Full textAbstract:
This study traces many of the highlights which occurred during the first decade of the
history of the School Library Association in Canberra and District (SLACAD). The
roots of this association lie deep in the history of school libraries and teacherlibrarianship
in Australia. Many SLACAD members belonged to other state school
library associations and to the Australian School Library Association (ASLA)
confederation since the establishment of these associations in the 1960's. These
teacher-librarians have been dedicated in their attempts to further the cause of school
libraries and their teacher-librarianship profession. The decade covered by this study
embraces the greatest period of expansion in the development of school libraries seen in
Australian history. During this decade the A.C.T. established an independent education
system and it took many years for the A.C.T. Schools Authority administration to
finalise its organisation. SLACAD members were anxious that school libraries in the
A.C.T. should keep pace with school libraries in other Australian states and this study
documents the constant efforts of its members to obtain improvements in school
librarianship. Teacher-librarians in the A.C.T. have continued to maintain a close
liaison with ASLA and many A.C.T. teacher-librarians have held executive office in
ASLA. SLACAD has hosted seminars and conferences and this study documents
numerous submissions and reports which were a necessary feature of the expanding
A.C.T. school library association milieu.
2
Kay, Geoffrey Ernest, and n/a. "Masculinity in a corporate boys' school." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20051108.084123.
Full textAbstract:
This thesis is a report of a study of masculinity at Canberra
Grammar School, a corporate boys' school. The data were collected
during 1991 and 1992. The thesis questions the conventional wisdom
that a school like Canberra Grammar produces a particular
hegemonic masculinity. Indeed, it identifies the production of a
hierarchy of exalted, multiple masculinities.
There were limitations to what could be investigated in this
study, as well as to how it could be investigated. However, the ideas
and work of several people were blended in order to provide a way
into the questions of masculinity in this school. This eclectic
approach drew upon the literature of Popkewitz, Lather, and Parlett
and Hamilton, who called for narrative descriptions and
interpretation, as well as Beare, Caldwell and Millikan, whose
framework of school culture, albeit modified, provided very rich
information. This method resulted in an emphasis on what was
observed and read within the school, rather than on what might have
been heard, but, nevertheless, a great deal of relevant and useful data
were generated. The data were then interpreted with the help of
questions and insights formed by immersion in the literature on
masculinity and schools, particularly that of corporate boys' schools.
It was possible to identify multiple masculinities in the school,
and arrange them into a hierarchy based on the degree to which each
of them was exalted. These masculinities were fluid and the
hierarchy was dynamic. During the time of the study greatest
support was for "the man as scholar", "the sportsman" and "the man
as leader", three notions of masculinity traditionally associated with
these schools. There was also considerable support for the notion of
"the sensitive man", a notion that has been promoted in schools like
this for many years, but which draws upon traits and qualities less
traditionally associated with these schools. One area of fluidity was
an official move by the school's leaders towards the notion of "the
person", rather than the man. Contestation was evident as changes
occurred within this hierarchy, as well as within the notions
themselves.
These findings are significant for several reasons. Firstly,
they challenge the conventional wisdom about corporate boys'
schools. Secondly, for those working in this school and schools like
it who are searching for ways to bring about different gender and
social relations, the findings offer an encouraging, optimistic picture
of what this school is trying to do. The findings also identify those
within the school who might support or oppose counterhegemonic
practice, as well as areas of the school's culture that should be
targeted in the future. Thirdly, for those wanting to find out about
notions of maculinity in these schools, they show that the method
used here can be very productive, despite its limitations.
The first chapter of this thesis explains the reasons for this
study in more detail, and the second chapter describes and accounts
for the nature of the study. The main body of the thesis is in
Chapters Three, Four and Five, where findings about the school's
setting, curriculum and rituals are described and interpreted. The
thesis concludes with a chapter containing reflections on the reasons
for this study, as well as possible ways forward for those wishing to
investigate questions of masculinity in corporate boys' schools in the
future.
3
Overton, Deidre, and n/a. "Understanding teachers' responses to educational change in ACT high schools: developing professional voice and identity." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20051205.130321.
Full textAbstract:
This research identifies those practices and/or conditions that facilitate (or hinder) school and/or system based innovation in ACT high schools. It examines teachers� ways of making meaning of change in their working lives. It draws on narrative inquiry and teacher in-depth interviews. The work story is used to engage teachers� individual agency as a way to conceptualise the requirements of innovation. The data is represented as teachers� narrative categorized as the Red Hots and Unfreezables. The primary themes or motifs emerging in the teachers� talk�teacher agency, resistance and leadership�provide collective insight into teachers� working lives and the capacity of schools to cope with change. Analyses of the �lived experiences� of teachers suggest that innovative practice is linked to teacher agency and the presence of professional learning communities, and that those leading change must focus on the realities of the teachers implementing change. This study also explores the culture of teacher resistance, supporting the research that school cultures are characteristically and strongly resistant to change from within the organization. As a result of this study, we have an improved understanding of the conditions that
contribute to effective school change, and the importance for teachers to conduct their own research. This study contains important recommendations for governments and education systems implementing change initiatives.
4
Burfitt, Helen, and n/a. "Girls and science : a study of the attitudes to science of high school students." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060619.171839.
Full textAbstract:
In a case study of over three hundred students in one Canberra high school, the attitudes to
science of boys and girls in Years 7-10 were investigated using the Test of Science-Related
Attitudes (TOSRA). From this survey population, forty students were selected and
interviewed to explore in more detail students' attitudes to science. Parents of the
interviewed students were also surveyed to explore possible relationships between
students' attitudes and parental expectations and aspirations.
For the seven areas of attitudes investigated, students had positive attitudes to science in the
areas of social implications of science, normality of scientists, attitudes to scientific enquiry
and adoption of scientific attitudes. They displayed neutral to negative attitudes in the areas
of enjoyment of science lessons, leisure interest in science and career interest in science.
There was a significant difference between boys and girls in two of the seven areas with
girls being more negative than boys to a leisure interest in science, and girls more positive
than boys towards the normality of scientists.
When analysed for year at school and achievement in science, the data indicates that older
students and those with higher grades in science generally have a more positive or less
negative attitude to science. However, as a group, Year 8 girls were more negative than
other groups about the enjoyment of their science lessons, about a leisure interest in science
and about a career interest in science.
The interviews with students revealed that in general, they liked science and their science
teachers but that they would not choose science for leisure activities or for a career. Parents
are shown to have high aspirations and somewhat lower expectations for the career
prospects of their children. Both parents and students display stereotypical views about
certain careers based on gender.
Strategies to improve the attitude to science of boys and girls are suggested. These
strategies focus on activities for teachers, parents and the students themselves.
5
Hanks, Jennifer A., and n/a. "School based management: the Principals' perspective." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.133742.
Full textAbstract:
This study details the background to the establishment
of Parish School Boards in the Archdiocese of Canberra and
Goulburn, and reports and analyses the perceptions of all
ACT Catholic, systemic, primary school Principals who
operated with a Parish School Board in 1993.
The movement towards Parish School Boards finds its
genesis in the Second Vatican Council where the Church was
invited to collaborate in decision-making based on the
belief that all the faithful have gifts, knowledge and a
share of the wisdom to bring to the building of the Church.
The nature and structure of Catholic education was seen as a
suitable vehicle for encouraging communities to engage in
shared decision-making and in participatory democracy under
the Church model of subsidiarity, collegiality and
collaboration.
The introduction of Parish School Boards into the
Archdiocese can be seen as the implementation of a radical
change to the educational mission of the Church and the
educational leadership of the faith community. Reflecting
'new management theory' in both the secular and Church
worlds, a key stakeholder is the school Principal whose role
and relationships change as he or she learns to work within
a team, sharing leadership.
This study examines the responses of nineteen
Principals who were interviewed by the researcher in order
to determine how they work with a Parish School Board and
what effects the board has on their work.
Research studies in the area of School-Based
Management and Shared Decision-Making have informed the
review, and the Principals' responses from this study have
been analysed in the light of secular and Church literature
on leadership, devolution and change.
The respondents of this study, the school Principals,
report the benefits of collegiality and collaboration but
their unresolved tensions relate to work overload, lack of
clarity of the roles and responsibilities of the various
local level decision-making groups, increased administrative
complexity, community demand for ever widening consultation
and the challenge of consensus decision-making.
All Principals report an urgent need for professional
development for themselves and for the system to provide a
more explicit focus on parish and community formation with
the commitment of the necessary resources to sustain this
radical change.
6
Knowles, Christine L. A., and n/a. "Observations of a horseriding programme for primary-aged students with an intellectual disability requiring high support." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060814.095655.
Full textAbstract:
This study examined the observed effects of horse-riding which took
place as an extra-curricula activity within the school day. The three
children in the case study were primary aged students from a Canberra
primary school who have an intellectual disability requiring high
support. The criteria for selection was on the basis of how long they
had taken part in the horse-riding programme. The three children
were either just about to start or had just started the programme and
had no previous experience with horses or horse-riding.
The aim of the study was to explore the effects that the horse-riding
programme had on the children's behaviour, attitudes and the way
they communicated when riding. The children's behaviour was
observed in the different settings of the school and the stables
environment. Certain individual behaviours were observed and
recorded on a weekly basis for an eight week period. Audio-recordings
of behaviour took place as well as interviews both before and after the
eight week period, from teachers, riding instructors, helpers, and
parents.
Whilst the case study could not be said to be large enough to be
representative of all children with intellectual disabilities attending
this horse-riding programme, in general some common themes
relating to counselling emerged which corresponded with other
studies referred to in the literature. These include positive effects such
as a general sense of well-being and a feeling of success whilst being in
control of the horse. An emerging empathy and closeness of each
child with their particular horse was observed over time, which
appeared to lead to increased communication. This took place whilst
the children were talking or communicating to the horse or in the
presence of the horse.
7
West, Susan, and susan west@anu edu au. "A new paradigm in music education : the Music Education Program at The Australian National University." The Australian National University. Centre for Educational Development and Academic Methods, 2007. http://thesis.anu.edu.au./public/adt-ANU20090816.132910.
Full textAbstract:
This thesis describes a qualitative action research process undertaken in the field over
approximately eight years of the development of an alternative paradigm for music education. This
new paradigm evolved from a simple, practical approach that was not, in the first instance,
designed to be transformational, but which quickly showed itself to have potential for providing a
different model for conceptualising musical engagement.
¶
It is argued that the standard and widely accepted approach to music education has aspects that
does not encourage on-going music making. This study conceptualises that traditional Western
approach in terms of a virtuosic mountain that prioritises and rewards technical achievement. The
concept of the virtuosic mountain is developed in terms of three Ps: Perfection, Practice and
Performance. The concept was developed by not just reviewing current literature but also by
analysing that literature in light of the developing new paradigm as a means of comparing and
contrasting the approaches.
¶
Called The Music Education Program, this new paradigm is based on a practical approach to
the sharing of music making beyond institutional boundaries like the school gate. Children do not
perform in the community but seek to engage others in making music with them without
reference to age, disability or skill level. The focus is on the social outcomes that derive from
music making rather than the improvement of skills, which develop as a natural part of community
engagement. In this respect, the approach has roots in community enculturation processes that are
no longer prominent in Western society.
¶
The new paradigm is presented with a contrasting set of three Is: Intent, Identity and
Involvement, which are designed to illustrate how the community outreach of the Music
Education Program provides a model for consciously reconceptualising our approach to music
education through re-visiting what might be regarded as old practices in a new guise. The three
Is are illustrated through a series of critical incidents that highlight the necessary change in
theoretical underpinnings that the practical application of the Program demands. This includes a
particular focus on the Intent behind our music making, rather than the quality in terms of technomusical
outcomes; stress on the individual and group choices that develop musical Identity; and
demonstration of the ways in which this paradigm may contribute to voluntary, rather than
enforced, Involvement.
¶
The critical incident data is supplemented by some survey and evaluation data which supports
the view that the social component of musical engagement provides an alternate focus to musical
development than does an achievement paradigm. The range of data collected shows that
classroom teachers can take a significant role in the encouragement of music making in the primary
school without relying solely on the expertise of those with specific musical training; and that
overcoming negative attitudes and experiences can transform not only the teachers relationship
with music but produce a positive effect on her students.
¶
The model described here has evolved through a longitudinal process that constantly maintains
the centrality of the practical operation of the program. In so doing, it moves away from theoretical
constructs that often do not seem to relate directly to practitioners but, at the same time, it avoids
prescriptive methodology. Theory is elucidated through practice in a way that encourages teachers
to develop their own practices that are consistent with underlying principles. This model is
transformative in nature, having first a transformative effect on the principal researcher and thence
on those teachers engaging in professional development with the Program.
¶
Since the Music Education Program does not yet have students who have exited the school
system, this study does not attempt to claim success in the long-term in terms of promoting ongoing
engagement through life. Data suggest, however, that it has had an impact in encouraging
teachers to reconnect with music making and enables them to share that music making with their
students, thereby helping to develop more school-based musical engagement that is also affecting
the broader community in the Australian Capital Territory.
8
Rafiq, Mah-i.-Laqa, and n/a. "Middle schooling program in public schools of Canberra Australia (an exploration of practice in the light of theory)." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20060808.120614.
Full textAbstract:
Middle schooling, although a contested phenomenon, has established its position on the huge
landscape of secondary education. The philosophy of middle schooling claims that middle school
has the best organisational structure for meeting the (educational, emotional, social and
psychological) needs of adolescents1. This study is an attempt to see how successful schools of
the Australian Capital Territory (ACT) are in implementing the middle schooling program with
respect to the General Design for a Whole School Approach to School Improvement (Hill &
Cr�vola, 1997), which is used as theoretical framework for the evaluation. The three schools
selected through purposive sampling for this study are considered exemplary for their
implementation of programming consistent with the essential elements of middle schooling.
The literature has recognised that, during last two decades, policy makers, educators, innovative
reformers, and private foundations have manifested enormous commitment and interest in favour
of the middle schooling program. The findings of this study indicate that, with certain
adaptations, each of the three sample schools are implementing the salient features and
characteristics of effective middle schools identified in the General Design and discussed widely
in the literature. Each sample school is making its best efforts to improve the teaching and
learning environment better to meet the needs of adolescents and is implementing middle school
philosophy in accordance with the design. It is unlikely that any school can achieve "perfection"
in all of the areas identified in the selected design (Hill & Cr�vola, 1997), and the possibilities for
improvement are always there. Certain significant issues related to students� security and
connectedness are identified as requiring some attention by the school organisation.
The main question of this study�how responsive middle school reforms are in the enrichment of
the physical, social and emotional growth of adolescents�has largely been answered positively
in this study. Based on the findings of this study it is concluded that the middle schooling
program is not a wasted effort on the landscape of secondary education in Australia. The results
of this study have certain implications for policy makers, educators and researchers. These
include recognition of the need for teacher training programs to provide teacher training with a
greater understanding of the teaching and learning needs of adolescents and the need for
educators to make extra efforts in making the school environments safe, secure and inviting for
adolescents. Longitudinal studies will be required to determine the long-term outcomes of the
middle schooling program, as claimed by the proponents of the middle schooling movement.
9
Crawford, Jennifer Marie. "Edinburgh Art School." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/74870.
Full text
10
Kissling, Maxine, and n/a. "An evaluation of a programme in which parents assist their chilren to acquire literacy." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060814.144057.
Full textAbstract:
In 1983 a programme was initiated by the School of Education, Canberra College of Advanced Education (CCAE) and the Australian Schools Commission
to enable parents to assist their own children in literacy. The children had
previously been identified as experiencing difficulties in acquiring the
skills of literacy. The purpose of this study was to evaluate the effects of
the parents' intervention on the children's achievements in literacy, and to
assess the quality of the programme by examining particular subskills taught
in the course. The methods of assessment were also evaluated for their
appropriateness for the circumstances.
The thirty nine children in the study were the sample of fifty two children
for whom there was complete information. Parents of these children began
the programme in July 1985 or in March 1986. They attended a course of ten
sessions over thirteen weeks in a semester. The following semester they
were allocated to a teacher who was a post graduate or fourth year degree
student in education, and given individual assistance from six to ten
sessions, and longer if necessary.
Aspects of oral reading, comprehension, writing and spelling were tested at
the beginning of the programme and again in November 1986, and the results
compared. Observational records were also kept and changes evaluated. In
addition, oral reading was measured at the end of the parents' course, and
before individual assistance commenced. Case studies were built up for
every child, and the findings grouped to observe the effect of the
intervention on the population.
The results showed that the programme achieved its aim of giving parents the
skills to assist; their own children in the acquisition of literacy. The
content of the course and the subskills taught were also justified by the
outcomes. Furthermore, the method of evaluation revealed specific and
succinct information on which to base the intervention and to monitor
progress.
The research took place over 18 months, during which time teaching and
progress were continual. A longitudinal study over several years would
confirm the results of the research.
11
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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12
Feijoo, Manuel. "Vertical School of Art." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23104.
Full textAbstract:
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. 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 conception of art, and consequently shaped and influenced many social movements of their time.
Like any human expression, art and architecture are in a continuous evolution. Both share the pursuit of perfection, the exploration of spatial, sensorial, and emotional feelings. Both are a part of us.
With all of these ideas in mind, I started to investigate and explore the idea of a skyscraper that would house an art school. Where the building and its inhabitants will contribute to its surroundings of the school.
There is the challenge of programing the art school into a vertical configuration and at the same time, this challenge offers the possibility of discovery for new organization of the school as a vertical world.
Master of Architecture
13
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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14
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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15
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.
Full textAbstract:
Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1991.Source: Masters Abstracts International, Volume: 45-06, page: 2751. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 39-45).
16
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/.
Full textAbstract:
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.
17
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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18
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.
Full textAbstract:
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 deterministic notion of education? Through reflexive inquiry, I offer a personal perspective on art school education, weaving together my own experiences as student, artist, teacher and administrator, and juxtaposing 'my' text against the text of three artist pedagogues, representing specific aspects of field experience. Throughout the dissertation I seek to unearth the hidden assumptions that are embedded in historically inherited ways of being and doing in relation to contemporary art. I suggest that the partitioning of the institutional space into studio disciplines also segregates knowledge, and as such, largely determines the pedagogical framework of art schools. In the face of the interdisciplinary character of contemporary practice, I question the usefulness and relevance of disciplinary pedagogues modeled around the notion of achieving mastery as a paradigm that has shaped curricular practices in art schools in the past, and largely continues to define art school education today. I propose that the three artist pedagogues in this dissertation are each contributing to creating new inquiry structures that challenge boundaries between studio disciplines, between school and not-school, and between and among places of learning. I end by suggesting, as a topic for further research, complexity science as it may offer a productive framework to re-consider art school education.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
19
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.
Full textAbstract:
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 graduate of the University of Canterbury.
In my thesis I discuss the way Dr Sketchy's Anti-Art School combines and compromises between the life drawing format and the burlesque performance, despite the differences and seeming incompatibilities between these two forms. I investigate Dr Sketchy's as a contemporary cultural performance which combines and to some degree inverts established genres of performance. I give a detailed history of burlesque performance and of life drawing within art education to allow a comprehensive comparison of the two traditions, particularly the way each has conceptualized the nude female body. I argue that the combination of the two forms allows Dr Sketchy's Anti-Art School to transgress the traditional boundaries of each format and introduce influences that would otherwise endanger the status of life drawing and burlesque performance within their respective contexts. I also argue that the nude within Dr Sketchy's Anti-Art School transgresses the traditional conception of the nude within life drawing by using burlesque as an acceptable reference for the transgressive elements of the show.
The arguments put forward in this thesis are the product of extensive participant observation, interviews and literature reviews on the relevant art and performance traditions.
20
Ewing, Gillian. "Secondary school art education : the artist’s viewpoint." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25386.
Full textAbstract:
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 included. The final chapter contains an infusion of the artists' ideas under headings suggested by issues raised by art educators. An evaluation of the data collected from the interviews leads to recommendations for consideration for secondary school programs and the conviction that artists should be encouraged to participate in matters relating to art education.Education, Faculty of
Graduate
21
Cairns, George M. "Glasgow School of Art : an architectural totality." Thesis, Glasgow School of Art, 1992. http://radar.gsa.ac.uk/4898/.
Full textAbstract:
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 assemblage of the School, the contrasts of openness and enclosure, the changes of scale and the interpenetration of spaces which cannot be presented either by photography or by 2-dimensional drawing. It presents views of the building which cannot be appreciated by observation, due to the nature of the surrounding developments. In researching the origins of the building's functional requirements and of the means by which it was procured the writer has come upon documentation which has not, to his knowledge, been referred to in previous studies. This documentation records the requirements of British industry and the aims of the educational system which were to lead to the development of a substantial number of new Art Schools in Britain at the end of the nineteenth century. It also relates details of the means by which these developments were financed and presents information relating to the involvement of various members of the Glasgow architectural establishment with the Glasgow School of Art and with the competition for the design of the building.
22
Albertson, Rebekah Ann. "Art and identity: the high school artist." Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/2667.
Full textAbstract:
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 comprised of action, product, space, and perception. Uncovering the artistic identity of the high school student highlights the importance of the art teacher and the physical and emotional space they create in the art room.
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Boyd, Roger F. "Modes of thought in secondary school art." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36645/1/36645_Digitised%20Thesis.pdf.
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There is an emphasis in current school education on the teaching of thinking skills, yet there has been little research into the modes of thought that are appropriate for
secondary school Art students. A range of qualitative methods were used in this study of eminent professional artists and secondary school Art students. Interviews and observation were used to examine the ways artists and students think in going about the art process of finding ideas, conceptualising or developing those ideas and resolving those ideas in the production of artworks. Eight modes of thought, each with numerous micro-skills, were derived from the data. The modes of thought proposed are Creative Thinking, Intuitive Thinking, Life Theme, Metaphorising, Visual Thinking,
Conceptualisation, Critical Thinking and Reflective Thinking.
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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 qualitative survey approach was utilized through the distribution and data analysis of an electronic survey and findings were enriched by the researcher’s participation in the development and implementation of a brief community-based art therapy program providing an art therapy experience to families receiving services at a domestic violence intervention center. Analysis of the data revealed three major themes and specific areas where school-based practice is facilitating community-based art therapy (CBAT) components and characteristics. The findings discuss which CBAT components and characteristics are and are not being facilitated within school-based practice, and in conclusion the research offers ways school-based art therapy programs may offer opportunities for community-based practice.
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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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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 of knowledge can be seen to operate across practice and teaching. This research is undertaken from within a dual position on practice: art practice and teaching as practice. The concept of practice-based research has been adopted from emerging positions in relation to artistic practice and artistic research, and this position has also been employed in the study of teaching as practice. This is thus a dual study, which has employed an indisciplinary approach towards an examination of subject specificity in fine art teaching. Notions of site have been used both as an artistic position in relation to the research, and as a theoretical framework, drawing on Miwon Kwon’s genealogy of site-specific practice. The research sought to explore the relationship between reflection in teaching and learning and reflection within an artistic practice and has found that, in epistemological, cognitive, social and historical terms, reflection does not necessarily constitute the same experience across pedagogy and art practice. This has consequences both for art students when asked to critically reflect on their work and also for developing the field of artistic research and concepts of artistic knowledge. Furthermore, these differences highlight the need to continually examine contemporary arts practices for models contributing to subject specific pedagogies in fine art, in order to keep the relationship between the subject and the academy critical and productive.
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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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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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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' perceptions of creativity and flow by interviewing nine high school advanced placement students in a public high school in southwest Florida. Data were drawn from three structured interviews with each subject and a field journal kept by the researcher. The Think Aloud technique used for the second interview provided rich descriptions while participants were in the midst of doing art. Field journal entries were organized according to Bailey's guide to field note classification. Moustakas's interpretation and modifications of the Van Kaam method of analysis provided a systematic approach to transcript reduction. The results of the investigation revealed four themes in the ways students perceive their own creativity, namely, influences, mindset, self-efficacy, and emotions. As they reflected on their perceptions of creativity and flow, students gained a greater awareness of their experience while creating art. Among the study's implications for social change, as art educators elicit these understandings, they foster creativity and transform students' lives in school and potentially, the wider society.
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Chaseling, Scott. "Post graduate diploma, Canberra School of Art, Canberra Institute of the Arts, 1991." Thesis, 1991. http://hdl.handle.net/1885/156246.
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Doyle, Wawrzynczak Anni. "Transcending the National Capital Paradigm: The Evolution of Bitumen River Gallery/Canberra Contemporary Art Space." Phd thesis, 2016. http://hdl.handle.net/1885/118221.
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This dissertation investigates the fertile tensions in Canberra’s dual status as national capital space and local polis, that dramatically affected the development of a unique contemporary arts practice in the late 1970s. The primary thrust of this thesis is the triumph of local arts practice and community over the powerful nation- building cultural imperatives of a national capital. A complex narrative, informed by rich archival material and interviews, exposes local arts practice as a generative force in Canberra’s cultural development. Here, an examination of the citywide development of local arts and culture from the 1920s to 2001, leads to a case study of the launch and development of Bitumen River Gallery/Canberra Contemporary Art Space from 1978 to 2001. Women are shown to have exerted a profound influence in this important space, in contrast to the trend of the male-dominated art scene in the rest of late twentieth-century Australia. In sum, this dissertation traces the trajectory of arts practice in Canberra as a response to critical social and cultural needs within the national capital space, to a humanising local practice that transcended the capital’s national and international cultural imperatives.
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Aubort, Lucette. "Report : A Spirit from the Sea." Master's thesis, 2004. http://hdl.handle.net/1885/155462.
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Lockwood, Loren Dalgarno. "Report from Woodwork Workshop." Thesis, 2001. http://hdl.handle.net/1885/155515.
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Little, Robert. "Report from Photomedia Workshop." Master's thesis, 2004. http://hdl.handle.net/1885/155523.
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James, Alex. "Studio report : Photomedia." Thesis, 2004. http://hdl.handle.net/1885/155595.
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Smith, Oliver Oakley. "Studio report." Master's thesis, 2003. http://hdl.handle.net/1885/155851.
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Smith, Oliver Oakley. "Sub-thesis." Master's thesis, 2003. http://hdl.handle.net/1885/155853.
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Nicholson, Bridget. "Report." Master's thesis, 2005. http://hdl.handle.net/1885/155935.
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