Log in

Relevant bibliographies by topics / Children's art / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Children's art.

Dissertations / Theses on the topic 'Children's art'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 June 2025

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

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Children's art.'

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

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

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

1

Bradford, Shalen. "Children's Art Museum." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2175.

Full text

Abstract:

This Thesis explores the question; Is a children’s museum a playground or a museum? Through research and visits to children’s museums I feel that many are playgrounds. They are also visually stimulating to children, but not to the guardians who bring them there. In most cases the exhibits are permanent and there is little change to the atmosphere of the space on a regular basis. An old warehouse located on North Boulevard was chosen to house this project idea of a children’s art museum. The scenario is that The Virginia Museum of Fine Arts and the Children’s Museum of Richmond would have a joint venture in creating a the Children’s Art Museum of Richmond. Thebuildings’ close proximity to these two museums make it an excellent choice for both institutions. There are interactive changing exhibits, a studio that continues the learning experience from the exhibit, and a gallery to display artwork that was created in the studio spaces. Through these three core spaces I hope to create a continuous interactive learning experience in this children’s art museum.

APA, Harvard, Vancouver, ISO, and other styles

2

Antoniou, Foivi. "Children creating and responding to children's art." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610308.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Deboys, Rachel. "Children's experiences of art therapy." Thesis, Canterbury Christ Church University, 2015. http://create.canterbury.ac.uk/13905/.

Full text

Abstract:

This study aimed to explore children’s experiences of art therapy in order to create a theory of change processes within school-based art therapy. A total of 14 children were interviewed at two different schools, along with their parents, teachers, and art therapists. All children had received art therapy within the last 12 months. Semi-structured individual interviews were undertaken with 40 participants. Children completed a craft activity within their interview as a visual expression of their therapy experience. Interview data was analysed using grounded theory methodology. The results generated three theoretical models. The first model highlighted the systemic nature of the art therapy as well as describing it as mysterious. Model 2 described the processes within art therapy, focusing on the individualised child-centred nature of the intervention. Art doing was considered central to the children’s expressions and developing understandings. Model 3 described the trajectory of change for the children. The study recommends that psychologists consider art therapy for children who are struggling to verbalise their difficulties; that clinicians focus on therapeutic experiences being fun and enjoyable for the child, as well as embedded within the child’s system; and lastly that clear target problems are identified at the start of therapy.

APA, Harvard, Vancouver, ISO, and other styles

4

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 text

Abstract:

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).

APA, Harvard, Vancouver, ISO, and other styles

5

Sutton, Kathleen Rose Creagh. "A study of the Mater Children's Hospital tile project." Thesis, Australian Catholic University, 2005. https://acuresearchbank.acu.edu.au/download/3303ce53026ee5b25d4b9999cab5113e699008ff8e72b1e1b6287d695968da0c/9528867/65102_downloaded_stream_327.pdf.

Full text

Abstract:

This thesis examined the relationship between children's visual art and hospital contexts. It specifically focused on children's art in the Tile Project within the Mater Children's Hospital, Brisbane, Queensland, Australia. This ethnographic study consisted of interviews with the creators of the Tile Project as well as interviews and a survey with parents, staff, and children within the Mater Children's Hospital. The interviews were informed by a review of literature in the areas of art in health settings. The study made observations of the community interacting with the tiles and collected images of the tiles used in the hospital and employed the framework of Bourdieu's (1993) fields of cultural production and Abbs's (1987) aesthetic field and dimensions, as well as the aesthetic dimensions of Beardsley (1982), Eisner (1985), and Csikszentmihalyi (1990). The study investigated the aesthetic characteristics of the tiles and their health outcomes in relation to the hospital community. This study is significant because the Mater Children's Hospital Tile Project was a project that reflected art in healthcare settings involving Community Arts, art in design, and art in public buildings. The research identified the unique nature of the Tile Project which saw the hospital as a children's space with artworks for children by children. The study reflected on the value of the tiles in having a healing and distracting quality for parents and children alike and that engagement with the tiles through touch, imagination, and playful games improved the atmosphere of the hospital.

APA, Harvard, Vancouver, ISO, and other styles

6

Sefer, Ibrahim. "Newly arrived children's art / story book 2004." [Adelaide]: Migrant Health Service, 2004. http://www.health.sa.gov.au/library/Portals/0/drawings-and-dreams-newly-arrived-childrens-art-story-book.pdf.

Full text

Abstract:

This project was funded by the Department for Families and Communities A collaboration between Ibrahim Sefer, newly arrived boys and girls aged between 4 and 14 years from Culturally and Linguistically Diverse Backgrounds and the Migrant Health Service (Adelaide Central Community Health Service).

APA, Harvard, Vancouver, ISO, and other styles

7

Miskovitz, Michele Susan. "Cultural differences in art concepts of children." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.

Full text

Abstract:

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2750. Abstract precedes thesis as 3 preliminary leaves. Typescript. Includes bibliographical references (leaves [89-91]).

APA, Harvard, Vancouver, ISO, and other styles

8

Mallos, Melina. "Young children's interactions in art museums: Exploring engagement." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36686/1/36686_Digitised%20Thesis.pdf.

Full text

Abstract:

How do young children engage with works of art in a museum environment? This study documents the experiences and behaviour of children aged 6-9 years in three Queensland art museums. In each case, three interactive components were investigated for their value in promoting young children's engagement with art: child-centred programs, novel exhibition designs and responsive social interaction. Recently art museums have invested heavily in the design of innovative interactive exhibition programs to enhance young children's experiences of art. While child-centred programming and novel exhibition designs contribute to children's enjoyment on their art museum visits, this study reveals that it is responsive social interaction, specifically children's interactions with adults, that determines the quality of their aesthetic encounters. Through photographic evidence, the study documents children's emotional reactions to art. The personal nature of these experiences is highlighted in children's interviews and drawings about their museum interactions. Such findings raise questions about the current views of aesthetic development which underestimate young children's capabilities for engaging with works of art. Photographic evidence used in this study clearly documents young children's emotional reactions to works of art. The social dimension is the most salient factor in young children's ability to interpret the museum environment and its exhibits in personally meaningful ways. This has implications for the design, installation and programming of exhibition programs for young children in art museums. The research reveals that greater collaboration between early childhood professionals and museum staff (educators and designers) significantly enhances young children's encounters with art. Information about children's responses to interactives enables designers and education staff to design effective innovations to empower young children to understand, appreciate and engage with art.

APA, Harvard, Vancouver, ISO, and other styles

9

Nepgen, Susan Patricia. "Integrating children's art and environmental education : exploring a nexus." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10894.

Full text

Abstract:

Includes bibliographical references (p.105-119).<br>Current environmental problems necessitate the development of apporaches that facilitate the acquisition of knowledge and nurture an affective personal response to the natural environment. To this end, the study explores connections betweeen children's creative art and environmental education, in the context of the theme of biodiversity. The research contributes to understanding children's learning experiences that may arise from the integration of visual art and environmental education by drawing on theory and empirical evidence.

APA, Harvard, Vancouver, ISO, and other styles

10

Holden, Allison Marissa. "Creativity in children's furniture design." Thesis, University of Iowa, 2013. https://ir.uiowa.edu/etd/2519.

Full text

Abstract:

Research shows the importance of a childhood home environment encouraging of creative and imaginative play. I designed a set of children's furniture that, in addition to being play toys, stimulates creativity, interactivity and understanding of design construction. When a child understands how furniture is assembled and is encouraged to be creative in play, he or she gains valuable learning experiences while having fun. Together, a child and adult can easily assemble all the pieces of furniture without any need for tools. Much like a puzzle, the child has fun assembling the furniture while, at the same time, learns valuable lessons of spatial relationships and structural stability. This also leads to an understanding of safety in play. The added element of a portable three-inch LED orb encourages interaction once all pieces are assembled. Abstract design elements were used to stimulate imagination during play. Using basic Gestalt design principles, the furniture series was constructed to not only be structural but to be beautiful in design. The curved abstract shapes encourage the child to take control and imagine the furniture as integral components of their play scene.

APA, Harvard, Vancouver, ISO, and other styles

11

Christine, Deborah. "The teaching of children's artistic expression." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276714.

Full text

Abstract:

The development of Discipline-based Art Education (DBAE) has focused attention on curricular structure, especially as it relates to the concept of students' creative expression. Creative self-expression, the focus of many school art programs, is to encourage students' art production. Discipline-based art education in contrast strives to develop students' artistic expression. Achievement of artistic expression requires conceptually focused instruction of art content from four art disciplines, art history, art criticism, studio production, and aesthetics. A discipline-based lesson can be examined for the way artistic expression is fostered as a part of production. Specific examples drawn from one lesson are used to illustrate that artistic expression can be recognizable, sensitive to instruction, and subject to evaluation.

APA, Harvard, Vancouver, ISO, and other styles

12

Sitton, R. "Flexibility in young children's human figure drawings." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382878.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Maras, Karen Elizabeth Art History &amp Art Education College of Fine Arts UNSW. "Mapping children's theory of critical meaning in visual arts." Publisher:University of New South Wales. Art History & Art Education, 2008. http://handle.unsw.edu.au/1959.4/41294.

Full text

Abstract:

Through the lens of a realist conception of artworks as artefacts, this research investigates the underlying ontological constraints governing childrens aesthetic understanding in art. Challenging structural conventions of research into aesthetic development in art, a realist philosophical framework provides a neutral space within which the ontological basis for children's aesthetic concepts of pictorial meaning and value can be analysed, and developmental differences mapped. The study employs an analytical schema which brings together analytical tools borrowed from Feldman's ontic dumping and Wollheim's twofolded seeing-in. This schema is used to classify qualitative changes in concepts of pictorial value and meaning in three groups of children aged 6, 9, and 12, and two teachers, as employed in the experimental curation of an exhibition of portrait paintings. The curatorial policy developed by children from each group, in justification of their choice of eight pictures and accompanying exhibitions, are interpreted using quantitative and qualitative methods. Characteristic-to-defining shifts from na??ve accounts to more autonomous aesthetic judgements of value are identified relative to the ontological stance children adopted in their critical reasoning about the portraits they chose. Findings include differences in the level of conceptual integration in justification of portraits chosen, differences in the breadth and autonomy of identity brought to bear in choices of portraits, but few differences in the representational abstraction of the images chosen by different age groups. The authenticity of the experimental tasks, as well as the rich characterisation of the developmental differences described in the study have significance for pedagogical explanations of critical practice in art education.

APA, Harvard, Vancouver, ISO, and other styles

14

White, Margaret. "Ideas, representations and relationships : communities of practice in art, early childhood, and education, 1900s-1960s." Thesis, The University of Sydney, 2001. https://hdl.handle.net/2123/27705.

Full text

Abstract:

This history of ideas in art and education considers social and cultural preoccupations that informed the precursors of early childhood practice in Australia in the 19603. During the twentieth century, the practice of individuals and communities in art and early childhood education, occurred within a modernist dynamic of change. In this thesis, these changes are conceptualised within a social learning framework of a constellation of communities of practice. An interest in, and consideration of, the personal experience of 'the child', is found to connect these communities across time and place. The framework facilitates consideration of a breadth of disciplinary areas that inform the exploration of ideas. Attention to details of practice throws light on the lived experience of practitioners in both the arts and education.

APA, Harvard, Vancouver, ISO, and other styles

15

Brown, Ian, and n/a. "The effect of culture on children's drawing development." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060614.172038.

Full text

Abstract:

Few would deny the importance of art education in the total educational development of the child. Drawing is an integral component of art education. Drawing for children appears to be a natural form of expression. Studies involving the observation of children's drawing development have had a long history in relation to child art. Recognition that children pass through identifiable stages of development in drawing and that these stages could be affected by cultural and individual differences is an important focus in art education research. This study is concerned firstly with drawing development and secondly, with differences in drawing development across cultures. Eight year old children with predominantly European background and eight year old children with Vietnamese/Kampuchean background were chosen for this study. The study was concerned with determining whether there were any significant differences in drawing development between the two ethnic groups, using a modified scale of the Rouse "Descriptive Scale for Measurement of Art Products". The results of this study indicate that there are differences in drawing abilities between the two ethnic groups.

APA, Harvard, Vancouver, ISO, and other styles

16

Gyeltshen, Yang. "The role and place of children's art in Bhutanese primary schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ46253.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Vujanovic, Suzan. "Young Vietnamese children's conceptions of play." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16157/1/Suzan_Vujanovic_Thesis.pdf.

Full text

Abstract:

Children benefit in many ways from play. Play provides children with an excellent way to express their feelings and conceptions of the world in which they live. Play also provides a forum in which researchers can capture, understand and interpret children's voices and views. Like many countries around the world, Vietnam is currently reforming their early childhood education curriculum to provide a play-based, child centred and outcomes focused approach to early childhood education. In order to capture children's interest and promote child initiated and directed learning, educators and policy makers need to consider how children interpret their personal play lives. This study presents data from children's programs in nine kindergartens and cultural programs in Hanoi and Ho Chi Minh City. Children's drawings and stories were collected to document young children's conceptions of play in Vietnam at the turn of the millennium. Through these 353 drawings and stories, key themes in the children's play lives were identified. The purpose of this study is to examine children's views about play. What do they like to play? How do they define play? How are young Vietnam's children's conceptions of their play influenced by cultural attitudes and expectations? In addition, the study proposes some new play-based, child centred and outcomes focused approaches to curriculum development for Vietnamese early childhood programs.

APA, Harvard, Vancouver, ISO, and other styles

18

Mantooth, Meredith Diane. "Reconstructing Disrupted Lives : the Canadian exhibition of children's art from refugee camps." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42211.

Full text

Abstract:

During the 1980s International Observers from Canadian churches and development organizations went to Central American refugees living in Honduras and México who fled from conflict zones in El Salvador and Guatemala, respectively. While there the observers commissioned and collected drawings by children living in the refugee camps. Shortly after this, the drawings were exhibited across Canada from 1986-1987 as part of the exhibition Disrupted Lives: Children’s Drawings from Central America. In this paper I argue that the exhibition of children’s drawings gave voice to a silenced aspect of Latin American history – the experiences of children living abroad in refugee camps displaced by the violence and civil wars in their home nations Guatemala and El Salvador. The “unsilencing” (Michel-Rolph Trouillot; 1995) of their histories also positions the drawings as illustrated examples of testimonio as defined by John Beverley (2004).

APA, Harvard, Vancouver, ISO, and other styles

19

Rice, Rebekah R. "Envisioning the Mind: Children's Representations of Mental Processes." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/9654.

Full text

Abstract:

Inspired by writings on creativity and by Howard Gardner's theory of multiple intelligences, I conducted a series of ten "exercises" -- each of them a guided visualization followed by an opportunity to produce -- with nine- and ten-year-old students. The visualizations, which were designed to encourage the students to explore some of the many ways our minds have of knowing and learning, began with a simple relaxation exercise and proceeded to more challenging exercises involving, for instance, kinesthetic learning, sensory awareness, the logical and linguistic mind versus the spatial mind, and intra- and interpersonal intelligence. Following each visualization the students discussed what they had experienced (transcripts of the visualizations and the discussions are included in the thesis). The students responded in visual terms as well: after each visualization, each student created a two- or three-dimensional piece of art from materials such as matboard, construction and origami paper, glue, felt-tip pens, pipe cleaners, and plastic-coated wire. These visual responses have been photographed, described, and scored according to the number of materials used, the number of colors used, and the dimensionality of the piece (photos, descriptions, and scores are included in the "Gallery". I found, surprisingly, that the visualizations in which the students were the most imaginatively engaged did not always produce the most interesting art, and that girls were much less likely than boys to create three-dimensional pieces, although girls tended to use more colors and occasionally used relief on otherwise two-dimensional pieces.<br>Master of Architecture

APA, Harvard, Vancouver, ISO, and other styles

20

Vujanovic, Suzan. "Young Vietnamese Children's Conceptions of Play." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16157/.

Full text

Abstract:

Children benefit in many ways from play. Play provides children with an excellent way to express their feelings and conceptions of the world in which they live. Play also provides a forum in which researchers can capture, understand and interpret children's voices and views. Like many countries around the world, Vietnam is currently reforming their early childhood education curriculum to provide a play-based, child centred and outcomes focused approach to early childhood education. In order to capture children's interest and promote child initiated and directed learning, educators and policy makers need to consider how children interpret their personal play lives. This study presents data from children's programs in nine kindergartens and cultural programs in Hanoi and Ho Chi Minh City. Children's drawings and stories were collected to document young children's conceptions of play in Vietnam at the turn of the millennium. Through these 353 drawings and stories, key themes in the children's play lives were identified. The purpose of this study is to examine children's views about play. What do they like to play? How do they define play? How are young Vietnam's children's conceptions of their play influenced by cultural attitudes and expectations? In addition, the study proposes some new play-based, child centred and outcomes focused approaches to curriculum development for Vietnamese early childhood programs.

APA, Harvard, Vancouver, ISO, and other styles

21

Mahr, Sarah Elizabeth. "Graphic indicators of abuse in children's artworks: a review of the literature for art educators." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407400228.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Young, Jeffry R. (Jeffry Ray). "An Investigation of Young Children's Awareness of Line and Line Quality in Art and Graphic Reproductions." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278901/.

Full text

Abstract:

The purpose of this study was to determine whether kindergarten children possess the ability to recognize, match, and discuss lines and line qualities. Using graphics and art reproductions, three matching tasks were constructed which examined young children's awareness of the line qualities of length, width, straightness, direction, movement, and uniformity. Graphics and art reproductions were also used to construct two tracing tasks employed to examine young children's awareness of actual and implied lines. The tasks were administered to 69 kindergarten students from four elementary schools in a public school district in the north central Texas area.

APA, Harvard, Vancouver, ISO, and other styles

23

Johnson, Jennifer Ann. "Effectiveness of Story Enactments Versus Art Projects in Facilitating Preschool Children's Story Comprehension." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1053.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Klein, Ritchie Jeanette. "Children's perceptions of their personal collections in relation to their art museum experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/MQ43673.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Din, Herminia Weihsin. "A history of children's museums in the United States, 1899-1997: implications for art education and museum education in art museums." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247850292.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Din, Herminia. "A history of children's museums in the United States, 1899-1997 : implications for art education and museum education in art museums /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953204279663.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Anderson, Cheri Louise 1949. "Children's interpretations of illustrations and written language in picture books." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282764.

Full text

Abstract:

Children's responses to picture books are documented through this qualitative research involving a case study of three students in an intermediate elementary classroom. The study focuses on multiple ways of knowing through examining students' responses to these books through language and art. Specific research questions within this context are: How is the learning environment constructed to support children's responses to picture books? How do children respond to picture books?, What are the children's responses to the illustrations in picture books? and How do children create their own interpretations of the illustrations and written language in picture books? The theoretical frame for this study is based in semiotic theory and transactional theory as well as reader response research, picture books and response, visual literacy, children's responses to art, literary content analysis of picture books, reviews of picture book illustrations, interviews with illustrators, and illustrators reflecting on their artistic processes. The curriculum design developed of this study integrates children's literature and art. The curriculum cycle was an introduction of a picture book or textset, followed by a literature discussion, studio art experiences, and a reflective interview. The infusion of fine arts into the classroom curriculum more closely resembles the multiple ways children approach learning in the world outside school. The combination of written language and illustration in picture books can provide children with an introduction to literature and literacy. In the study, students were encouraged to read a variety of picture books and respond through literature discussion and art experiences. The findings related to the case study of three students were organized within two main areas: meaning making within a picture book and meaning making within the artwork. The picture book was defined as a unique art form that was central to the lives of students as they developed visual literacy. The students' responses were extremely sophisticated and showed that they were capable of complex understandings of art and literature.

APA, Harvard, Vancouver, ISO, and other styles

28

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.

Full text

Abstract:

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 extension of these activities toward early art related goals. In order to make this argument material is presented from a lengthy session of play dough modelling involving the two children and their father, which includes dialogue surrounding this activity, and observations gleaned from video footage and written field notes. This thesis looks at how children’s meaning making in out-of-school settings, has elements of a distinct semiotic domain; not one where ‘art’ or art related media are the focus of the domain, but rather one where play and its affordances for certain kinds of child agency lead and shape the flow of meaning making. It is found that where the end product and pictorial qualities is not the focus of meaning making, and instead other communicative modes are given expression, such as imaginative and collaborative play, children’s interest is sustained as shared cultural resources are more easily integrated into the events.

APA, Harvard, Vancouver, ISO, and other styles

29

Henry, Meghann Elise. "Devising dramaturgy an investigation into the art of dramatic composition when devising theatre for young audiences /." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002157.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Smith, Ruth Marie. "Encountering Practice: An Exploration of Deleuze and Collaboration in the Somali Women and Children's Alliance Summer Arts Camp." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1329568275.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Winberg, Marlene. "Annotations of loss and abundance : an examination of the !kun children's material in the Bleek and Lloyd Collection (1879-1881)." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/21627.

Full text

Abstract:

The Bleek and Lloyd Collection is an archive of interviews and stories, drawings, paintings and photographs of and xam and !kun individuals, collected by Wilhelm Bleek and Lucy Lloyd between 1870 and 1881 in Cape Town. My dissertation focuses on the !kun children's material in the archive, created by Lucy Lloyd and the four !kun boys, !nanni, Tamme uma and Da, who lived in her home in Cape Town between 1879 and 1881. Until very recently, their collection of 17 notebooks and more than 570 paintings and drawings had been largely ignored and remained a silent partner to the larger, xam, part of the collection. Indeed, in a major publication it was declared that nothing was known about the boys and stated that "there is no information on their families of origin, the conditions they had previously lived under, or the reasons why they ended up in custody" (Szalay 2002: 21). This study places the children centre stage and explores their stories from a number of perspectives. I set out to assess to what extent the four !kun children laid down an account of their personal and historical experiences, through their texts, paintings and drawings in the Bleek and Lloyd project to record Bushmen languages and literature. In order to do this, I have investigated the historical and socioeconomic conditions in the territory now known as Namibia during the period of their childhoods, as well as the circumstances under which the children were conveyed to Cape Town and eventually joined the Bleek- Lloyd household. I have looked at Lucy Lloyd's personal history and examined the ways in which she shaped the making of the collection in her home. I suggest that a consideration of the loss and trauma experienced by Lloyd may have predisposed her to recognition and engagement of, or at least, accommodation of, the trauma experienced by the !kun boys.

APA, Harvard, Vancouver, ISO, and other styles

32

Golinvaux, Mary Ann. "The selection of children's literature for teaching values and ethics through use of art forms." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/276.

Full text

Abstract:

This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Elementary Education

APA, Harvard, Vancouver, ISO, and other styles

33

Giatsi, Clausen Maria. "Occupational therapists' perceptions of preterm children's academic difficulties in the early years of mainstream schooling." Thesis, Queen Margaret University, 2011. https://eresearch.qmu.ac.uk/handle/20.500.12289/7405.

Full text

Abstract:

Preterm infants born before 37 weeks of gestation constitute up to 10% of all births, and can display development that, frequently, differs from those of full- term infants. Studies indicate that school children born preterm present with a, generally, higher incidence of performing poorly academically. The present study investigated the perceptions of paediatric OTs regarding the type of difficulties with which children born preterm present, and explored the role of OT. In the first, quantitative part of this study, paediatric OTs completed a postal questionnaire (N=353). The second, qualitative part, used asynchronous, online discussions (N=13), by utilising the virtual environment of WebCT, to further explore the topic. The survey was also designed to capture: • information on the extent of this paediatric population within OT services, and how identifiable and accessible it is • OT practices when working with these children • what informs therapists’ clinical decision making. The discussion groups provided a forum for OTs’ “reflexive comment” on the issues emerging from the questionnaire analysis. Despite sensorimotor and attentional difficulties reaching the highest frequencies, the findings revealed rather a combination of problems in most developmental domains. Writing emerged as the predominant problematic area within the school curriculum. A “persistence” of sensorimotor difficulties throughout the preschool years also emerged. More frequent and/or severity difficulties, more medical issues, a higher co morbidity of SLD with other conditions for the preterm group, were other findings. These insights could lead to a further exploration of the need for differentiating assessment and treatment practices for this group. Occupational therapy was highlighted as particularly “advantageous” for this population due to a number of OTspecific contributions e.g. ability to “detect “subtle” difficulties at a young age. The implications of a “shift” of more OTs into the area of early intervention, are discussed. The findings of the study constitute tacit, professional knowledge, and they are based on subjective clinicians’ views. They could, however, help frame hypotheses to be further explored verified with the use of empirical research. KEYWORDS: Prematurity; Specific Learning Difficulties; Early Intervention; Paediatric Occupational Therapy; School; Clinical Decision Making; Assessment; Intervention; Survey; WebCT; Asynchronous Online Discussions

APA, Harvard, Vancouver, ISO, and other styles

34

Jolley, Richard Paul. "Children's production and perception of visual metaphors for mood and emotion in line drawings and art." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405725.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Boone, Danielle J. "From the refrigerator door to the art gallery floor : young children's experiences with the display of their own visual artwork." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/18346/2/Danielle_Jay_Boone_Thesis.pdf.

Full text

Abstract:

The practice of displaying young children’s visual artwork in early childhood classrooms poses a number of questions about the child and his or her work. Following Giorgi’s approach to phenomenological research, this thesis focused on children’s lived experiences of art display. 13 children between the ages of 4 and 6 years attending an independent school outside metropolitan Detroit, Michigan (USA) disclosed their experiences of seeing their artwork on display. Dr Boone’s study revealed that, despite clear evidence of children’s strong views, decisions about the display of artwork continue to rest with adults.

APA, Harvard, Vancouver, ISO, and other styles

36

Boone, Danielle J. "From the refrigerator door to the art gallery floor : young children's experiences with the display of their own visual artwork." Queensland University of Technology, 2008. http://eprints.qut.edu.au/18346/.

Full text

Abstract:

The practice of displaying young children’s visual artwork in early childhood classrooms poses a number of questions about the child and his or her work. Following Giorgi’s approach to phenomenological research, this thesis focused on children’s lived experiences of art display. 13 children between the ages of 4 and 6 years attending an independent school outside metropolitan Detroit, Michigan (USA) disclosed their experiences of seeing their artwork on display. Dr Boone’s study revealed that, despite clear evidence of children’s strong views, decisions about the display of artwork continue to rest with adults.

APA, Harvard, Vancouver, ISO, and other styles

37

Crowe, Miraim. "Measuring children's participation from the perspectives of parents and teachers : Rasch analysis of the ACHIEVE assessment." Thesis, Queen Margaret University, 2017. https://eresearch.qmu.ac.uk/handle/20.500.12289/7403.

Full text

Abstract:

Background - One of the most significant changes within healthcare practice and research is a shift from ‘treating’ disability at the level of body function to an ecological approach that addresses the children’s involvement in everyday life, conceptualised as participation. Participation encompasses children’s involvement across home, school and community settings. A complex interaction of personal characteristics, performance skills and environmental factors influence children’s participation. Therefore, assessments that comprehensively and ecologically capture children’s participation and contributory factors are important. Gathering information from parents and teachers may enhance the accuracy of information. Of the currently available assessments, few include multiple informants and provide an overarching portrait of the child’s participation across all settings. The ACHIEVE Assessment is one that does and forms the focus of this work. Methods - Services from across Scotland agreed to participate in the research by implementing the ACHIEVE Assessment and inviting parents to consent to use of their child’s information. Rasch modelling was used to analyse the ACHIEVE Assessment. Parent and teacher questionnaires were also compared. Results – The study includes a large clinical sample ranging in age from 4-17 years old, with an average age of 8 years. The results from the study demonstrate that the ACHIEVE Assessment provides unidimensional measurement of children’s participation and contributory factors. The environment items measure a separate latent trait and are too easy for respondents to endorse. Parent and teacher questionnaires fit on the same dimension. However, self-care and social skills items differ in function between respondents. In addition, there is a low correlation between parent and teacher questionnaires. Overall, items relating to children’s participation in activities are easier than items about contributory factors. Process skills items are the hardest to endorse, despite the sample predominantly including children referred for reasons related to motor difficulties. Items about children’s school activities are relatively harder than items about community activities. Finally, item function differs for children in the youngest age group. Conclusion – Using Rasch analysis allowed exploration of the complexity of factors that interact to influence children’s participation as captured by the ACHIEVE Assessment. The study demonstrates the measurement qualities of the participation items on the ACHIEVE Assessment, however the environment items require further development as a separate measure. The item hierarchy emphasises the importance of further investigating the association between children’s process skills and their participation, in addition to research in the area of school participation. As there are only weak associations between parent and teacher reports, one is not substitutable for the other and multi-informant assessment will be an important strategy for gathering comprehensive information about children’s participation.

APA, Harvard, Vancouver, ISO, and other styles

38

Robb, Anna. "Curating curiosity : an exploration of visual art experiences and self-identity formation through the voices of young children." Thesis, University of Dundee, 2019. https://discovery.dundee.ac.uk/en/studentTheses/d0e0cd69-a0a1-43ff-8838-820489e7dbbb.

Full text

Abstract:

As human beings our identities are formed from birth as we draw on our connections to people, places and the experiences we encounter in life. For young children, adults are crucial in directing these experiences, whether this is at home, school or further afield and therefore they play a key role in identity formation. In the world of education this means that decisions are made by adults based on what is considered best for young children in order to succeed in the future. This has the potential however to have both an enabling and a limiting effect on children's lives. In a climate where arts education funding is being cut and awareness of children's voice and rights is growing in strength, this PhD seeks to explore experiences of visual arts and perceptions of self-identity from a child's perspective with the aim of informing adult perspectives of arts education policy and practice in primary schools. The main argument focuses on children as autonomous identity curators continuously drawing on their curiosity of the world. By engaging them in dialogue about their experiences and lives, adults will be presented with an alternative perspective of the world that can be used to genuinely meet individual needs in young children. The research question 'How do visual art experiences interact with children's self-identity?' is addressed drawing on the principles of bricolage to discuss and analyse the issues through multiple lenses, including the work of Dewey, Bourdieu, and Giddens. A small-scale, multiple case-study, interpretivist approach has therefore been adopted focused on nine participants drawn from four classes from two schools in a Scottish city. Data were gathered during the academic session of 2016-2017 employing narrative inquiry and arts-informed, participatory methods and analysis. Each participant presented a uniquely different relationship with visual art, with some indicating that it was an integral part of their identity and others not so much. Adults, both at school and home, were key in informing this and in one sense the children lacked autonomy and agency in their visual art experiences. However they were autonomous when it came to determining the value of these experiences in their lives and in their identity, with each drawing on their curiosity of the world in different ways to determine this. Rather than create identity, they curated it. They presented a reasoned perspective of their experiences, and highlighted an awareness of aspects of visual art that in some cases came more from their experiences outside of school than from within. Thus at times the perspective was at odds with the intentions of the adult world, particularly from education and creative industries viewpoints; the children created their own meaning and learning from their experiences which were in contrast to the intended learning of the adult world. They also demonstrated a curiosity and open-mindedness in relation to visual art which was not necessarily developed fully by the adults in their lives. This PhD is therefore important because it demonstrates that children do have a degree of agency and autonomy in the formation of their identity and that they develop interests and knowledge that is independent of adult intentions regarding teaching and learning. It is a key piece of research which also presents the voices of children who are not currently represented in academic research in this depth. Finally it raises questions regarding the effectiveness and relevance of current art education practice in education and cultural institutions for children in the contemporary world.

APA, Harvard, Vancouver, ISO, and other styles

39

Austin, Logan. "Shapester's magic alphabet exegesis [thesis] submission to Auckland University of Technology as partial fulfilment of the degree of Master of Art and Design, March 2003." Full thesis. Abstract, 2003.

Find full text

Abstract:

Thesis (MA--Art and Design) -- Auckland University of Technology, 2003.<br>On cover : 2004 Also held in print (37 leaves : col. ill. ; 30 cm. + CD-ROM) in Wellesley Theses Collection (T 709.93074 AUS)

APA, Harvard, Vancouver, ISO, and other styles

40

Stewart, Robyn, and n/a. "The effect of three-dimensional art works made by adults on children's construction of three-dimensional form." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061109.090237.

Full text

Abstract:

Many studies of children's learning in Art education have focused on the young child working in two-dimensional processes. This study examined ways in which emerging-adolescents worked three dimensionally with clay. The purpose of the study was to discover whether the introduction of adult models of three-dimensional form would affect the way the child perceived and constructed threedimensional form. These models were presented as perceptual frames of reference related to the problem confronting the child. The development of perceptual differentiation skills and perceptual, manipulative and conceptual modes of learning underpin this investigation. Four intact classrooms of 12 year olds were studied and the results were examined by a panel of judges. A rating scale devised by the author was applied to each model. The scale was designed to measure five aspects of three-dimensional form. Results indicated that three-dimensional art works made by adults do affect aspects of the way children approach visual problem solving. Implications for the use of such frames of reference in the art classroom and indications of associated motivational and attitudinal changes are presented in the study.

APA, Harvard, Vancouver, ISO, and other styles

41

Kuo, Chien-hua. "A post-colonial critique of the representation of Taiwanese culture in children's picturebooks." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124153596.

Full text

Abstract:

Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xvi, 312 p.; also includes graphics (some col.). Includes bibliographical references (p. 305-312). Available online via OhioLINK's ETD Center

APA, Harvard, Vancouver, ISO, and other styles

42

Martin-Mckenzie, Justine. "An investigation of gender difference in four year old children's visual art experiences at kindergarten : research project report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/2802.

Full text

Abstract:

This study investigates whether what children make and/or create in the visual art area of collage/construction is influenced by their gender and whether children's gender makes them play differently. The purpose of the study was to discover the similarities and/or differences with girls and boys play in the visual art area of collage/construction. Data was collected through the use of participant observer observations. The research utilized anecdotal notes and narrative descriptions to describe the visual art work that was undertaken by boys and girls playing at collage in a kindergarten. Data was coded using organisational categories. They were, engagement in the process, subject matter, talking about their work and the resources used. Once coded, data was analysed from these. Analysis revealed a tendency for both boys and girls to engage in stereotypical play in relation to both the use of resources and the final products that they made. The observation data showed a strong link between the boys' creations and risk taking themes. Boys were also heavily influenced television inspired ideas. The girls were more content with utilizing items that were readily available in the kindergarten, and made items that were safe, which I interpreted as, objects they knew the teachers would like. Findings indicate that boys can be helped to realize ways of being creative in the curriculum area of visual arts. Providing new and varied resources, that are of interest to boys and which enable them to risk take, will promote participation and will also bring boys back to play themes on consecutive days. This study may be of interest to teachers wanting to achieve gender equity within an early childhood setting. It suggests ways of making sure that the curriculum area of collage/construction is enticing for boys as well as girls.

APA, Harvard, Vancouver, ISO, and other styles

43

TOMITA, MIDORI. "Woodcuts 1946-1953 BY Kōsaka Gajin (1877-1953): The Discovery of Children's Art in Japan and German Expressionism." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1054232744.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Tomita, Midori. "Woodcuts 1946-1953 by Kosaka Gajin (1877-1953) the discovery of children's art in Japan an German expressionism /." Cincinnati, Ohio : University of Cincinnati, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=1054232744.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Griebling, Susan Joan Ubbing. "Designs for Making a Tree: An Ethnographic Study of Young Children's Work in the Visual Arts." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1241802700.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Derbish, Mary. ""That's How You Find Out How Real Archaeologists Work---When You Do it Yourself": Children's Experiences with Archaeology." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1539626391.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Reisberg, Mira. "An A/r/tographic study of multicultural children's book artists : developing a place-based pedagogy of pleasure." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Summer2006/m%5Freisberg%5F062206.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Devenish, Anne Patricia. "The lived experience of God and its evolution in children and adolescents." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0043.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Castanho, Maria Dordio. "Arte Infantil - Impulsionadora da criatividade de um artista." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/30060.

Full text

Abstract:

Este relatório consiste numa investigação artística teórico-prática que tem como questão central investigar o modo como a arte realizada por crianças pode ser impulsionadora da criatividade de um artista nos tempos atuais. Ao longo deste relatório, defendo a existência de uma arte infantil, e enfatizo o seu papel fulcral e inspirador para muitos artistas ao longo da história de arte, em particular desde os anos 1910 até à atualidade, e para a minha própria prática artística. Destaco artistas expressionistas como Wassily Kandinsky (Rússia, 1886-1944) e Paul Klee (Suíça,1879-1940), que desenvolveram uma arte que explorou a dimensão humana poética e lírica, e a arte bruta de Jean Dubuffet (França, 1901-1985), isenta de quaisquer referências culturais ou artísticas. Em Portugal, salienta-se o importante trabalho de Joaquim Rodrigo (Portugal, 1912-1997). Na atualidade destaco o Grupo Matizes Dumont, um grupo formado por uma família proveniente de Pirapora, Minas Gerais, Brasil, que se dedica há mais de trinta anos às artes visuais, utilizando o bordado espontâneo, feito à mão, como linguagem artística. No referente ao meu processo criativo, o trabalho resultante de uma oficina artística de ilustração de um poema, orientada por mim com alunos de primeiro ciclo da Escola Básica de Casa Branca, serviu de inspiração para um conjunto de trabalhos artísticos que desenvolvi. Nos meus trabalhos, exploro de modo exaustivo as formas criadas pelas crianças; Abstract: Childrens’s Art – Boosting an artist’s creativity This report consists of a theoretical-practical artistic investigation that has as its central question how art made by children can be an impetus for the creativity of an artist today. Throughout this report, I refer to the existence of children's art, and emphasize its pivotal and inspiring role for many artists throughout art history, particularly from the 1910s to the present. I highlight expressionists such as Wassily Kandinsky (Russia, 1886-1944) and Paul Klee (Switzerland, 1879-1940), who developed an art that explored the poetic and lyrical human dimension, or the gross art of Jean Dubuffet (France, 1901-1985 ), exempt from any cultural or artistic references. In Portugal, the important work of Joaquim Rodrigo (Portugal, 1912-1997) is highlighted. Currently, I highlight the Matizes Dumont Group, a group formed by a family from Pirapora, Minas Gerais, Brazil, which has dedicated itself for more than thirty years to the visual arts, using spontaneous embroidery, made by hand, as an artistic language. With regard to my creative process, the work resulting from an artistic workshop of illustration of a poem, guided by me with first cycle students of the Basic School of Casa Branca, served as inspiration for a set of artistic works that I developed. In my work, I thoroughly explore the forms created by children.

APA, Harvard, Vancouver, ISO, and other styles

50

Sakalauskaitė, Jurgita. "Vaikų ir dailininkų kūrybos sąsajos." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050531_183923-13163.

Full text

Abstract:

The aim of the work is comparison of the primitivists’ art and the children’s art (6 – 11 years old), with the purpose to point theirs similarities in different artistically aspects. Looking at the child like at the artist is not a new attitude, but the attitude, that the children’s art is an aesthetical value came just at XX c. Till our days the children’s art was researched by psychology, pedagogy, philosophy even medicine attitude, but not art. Then adults are looking at children’s drawings they seem imperfect, naïve and primitive. Such naïve, spontaneous, playful attitude to the world, a childish slant and rendering of reality is very similar to primitivism artists. The children’s pictorial activity and primitivists art was researched like two different art’s districts. So I think this subject is actual and important. The creation of primitivism artists is a proof that we can see and treat the world not even by academic art rules. The original viewpoint which comes from subconsciousness to objects, surrounding covers the new opportunity to interpret the nature. The children’s pictorial activity is the important game form during it child reveals his physical development, moral condition, outlook. It is a natural child’s dependence which comes from subconsciousness. Each child’s individual, creative conception of reality and reflection in works, drawings has right to exist. Questionnaires’ materials show that teachers of primary classes are conversant... [to full text]

APA, Harvard, Vancouver, ISO, and other styles

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