Relevant bibliographies by topics / Elementary art education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Elementary art education'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Elementary art education"

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ĐORĐEVIĆ, JOVANA. "Elementary school level art education issues in Serbia." Architecture. Construction. Education, no. 2(10) (2017): 34–40. http://dx.doi.org/10.18503/2309-7434-2017-2(10)-34-40.

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Joohee, Kang. "Understanding and Applying Nature Art in Art Education - Focused on Elementary Art Education -." Korean Journal of Culture and Arts Education Studies 7, no. 2 (June 2012): 137–59. http://dx.doi.org/10.15815/kjcaes.2012.7.2.137.

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공윤경. "Developing Teaching Competencies of Elementary Art Education." Journal of Art Education 52, no. ll (February 2018): 1–29. http://dx.doi.org/10.35657/jae.2018.52..001.

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Graham, Mark, and Stephen Moore. "Elementary Art Education, Innovation, and Darwin's Paradox." Childhood Education 94, no. 4 (July 4, 2018): 4–12. http://dx.doi.org/10.1080/00094056.2018.1492861.

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Chapman, Laura H. "Status of Elementary Art Education: 1997–2004." Studies in Art Education 46, no. 2 (January 2005): 118–37. http://dx.doi.org/10.1080/00393541.2005.11651785.

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Younju Hoang. "Research and Analysis of Image Education in Elementary Art Education." Journal of Art Education 33 (December 2012): 69–92. http://dx.doi.org/10.35657/jae.2012.33.0.006.

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Brittain, W. Lambert, Kenneth M. Lansing, and Arlene E. Richards. "The Elementary Teacher's Art Handbook." Journal of Aesthetic Education 19, no. 3 (1985): 121. http://dx.doi.org/10.2307/3332652.

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Myers, Sally. "Discipline-based Art Education for Preservice Elementary Teachers." Marilyn Zurmuehlen Working Papers in Art Education 4, no. 1 (1985): 54–59. http://dx.doi.org/10.17077/2326-7070.1112.

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Helvacı, Ismail. "Theoretical and Practice Errors at Elementary Art Education." Procedia - Social and Behavioral Sciences 46 (2012): 1969–73. http://dx.doi.org/10.1016/j.sbspro.2012.05.412.

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Trifonoff, Karen M. "Creativity, Art and Cartography in Geographic Education." Cartographic Perspectives, no. 33 (June 1, 1999): 49–59. http://dx.doi.org/10.14714/cp33.1020.

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Elementary children can learn about maps, but what they do learn depends in large part on the background and training of the teacher. Teachers who engage in mapping activities often lack training in the technical aspects of map making, along with a lack of knowledge of the role of art, design, and creativity in the cartographic process. An activity designed to help elementary and middle school teachers integrate artistic perspectives and mapping is outlined. The workshop proved to be an effective vehicle for increasing teachers' knowledge of both map making and art and gave them an outline for a map making activity that could be adapted to any grade level.
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Dissertations / Theses on the topic "Elementary art education"

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Ashworth, Elizabeth Laura Auger. "Elementary art education : an expendable curriculum?" Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2403/.

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This ethnographic study was initiated by the concern that elementary art education is an endangered subject, not only marginalised but expendable. This concern was based on informal conversations with pre- and in-service teachers and observations during pre-service teacher evaluations in elementary schools in Ontario, Canada. From these conversations and observations, it seemed that the emphasis in elementary schools is on core subjects with anything else deemed to provide balance alongside initiatives to improve literacy, numeracy, character, and inclusion. The school day is teeming with subjects and initiatives and the resulting crowded curriculum may be affecting teaching and learning in non-core subjects, such as art, negatively. In addition to such external issues are individual challenges faced by generalist teachers with little or no background in visual arts. These teachers’ lack of comfort with art might, I surmised at the start of this study, impede the effective planning, implementation, and assessment of art education. To understand what impacts art education, specifically visual arts instruction, I used a variety of interpretive enquiry methods to interrogate what makes art in elementary schools a vulnerable if not an expendable subject. Initially seeking to find out if art was expendable, I went beyond this to explore perceptions of teachers on teaching art through a localised small-scale study involving 19 elementary teachers in two school boards in north-eastern Ontario. I conducted interviews, recorded observations, and read related documents to answer my research questions, which were as follows: Why is art education important, or not, for students, educators, parents, and other stakeholders? Is art jettisoned in favour of implementing other policies and curricular subjects? Do teachers use other programmes and initiatives as an excuse not to teach art? How do teachers feel about teaching art? Is art expendable? Nussbaum’s (1997) capacities (critical self-examination, connectedness with the world, narrative imagination, scientific understanding) provide the theoretical framework for the study, support the analysis of the state of art education, and help defend its importance at the elementary level. Possible barriers to effective art education (history, policy, practice, economics, geography) and how they may affect learners’ ability to connect with the capacities through visual arts instruction are also analysed and discussed. Through this study, I found that elementary art education is threatened in the participants’ schools for a number of reasons including external issues (minimal attention to, inconsistent delivery of, and poor funding for the mandated art curriculum; a high focus on literacy, numeracy, and other initiatives) and internal issues (discomfort with teaching art; wide range of concepts of art). The study concludes with concerns regarding overall problems with miscommunication and disconnection that threaten effective elementary art education. Recommendations for addressing external and internal issues, and these overall problems are outlined, along with plans to improve art education in pre-service teacher education, in-service practice, and the world beyond the classroom.
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McClure, Marissa Ann. "Complexity, context, and connectedness in elementary art education: An elementary art teacher's practice." Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/278805.

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Few studies explore and document the day to day practice of elementary art teachers and the factors that influence this practice. Through a qualitative narrative case study and portrait, this study hopes to create an authentic representation of one teacher navigating the space surrounding her practice in context at an elementary school. Three conceptual clusters have been defined encompassing qualities affecting her practice: context, complexity, and connectedness. This study is intended to serve as a starting point for new teachers and as a precursor to future research that looks into the practice of elementary art teachers.
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Lintner, Natalie Elaine. "Living art history in the elementary art room." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407397595.

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

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This thesis addresses why a comprehensive art education curriculum needs to merge with visual culture in order to better serve current elementary students today. The review of literature supports this theory and proves that the two approaches work together to make learning relevant and effective. The units of study provided make up a guideline that show teachers how to include visual culture into the current comprehensive art education structure. This allows students to bring their own ideas and experiences into the classroom, and results in making the visual arts more personal. Following this curriculum will help students own their education and ultimately gain higher level thinking and learning in the visual arts as well as other subject areas.
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Brow, Jo-Ann. "Developing an art curriculum for elementary education." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1506.

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Jensen, Jordan. "A Comparative Case Study: Investigation of a Certified Elementary Art Specialist Teaching Elementary Art vs. a Non-Art Certified Teacher Teaching Elementary Art." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2861.

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Most colleges and universities offer a general course in elementary art education to provide instruction to the elementary generalist to enable that student to later provide art instruction to students at the elementary level. This course is commonly referred to as the two-credit course in elementary art education throughout this thesis. This thesis is a case study investigation of a certified elementary art specialist and a non-art certified teacher teaching elementary art in the Subject School District in Utah. It asks and gathers data on three main questions. How is art education valuable for elementary students? What is a quality elementary art curriculum? How does an elementary art specialist change the learning experience of elementary art students? Under these three main questions the following questions are also considered: Where do teachers obtain their curricula? What research exists that describes differences between art specialists and non-art specialists teaching elementary art? What were the qualities within each art room? What types of art projects are being taught in these two different classrooms?Further, a survey was constructed to seek answers about the attitudes towards art education in the Subject School District in relation to the three questions under consideration. To ensure the maximum in statistical accuracy, the survey was sent to every elementary school in this district including all elementary administrators. The survey contained 49 statements on attitudes towards elementary art education. There were 129 elementary educators and administrators out of 2,300 from Subject School District that responded. The data from the survey was analyzed to determine where these attitudes lie and the thoughts on the importance of art education at the elementary level. The results of this survey show the typical elementary educator in Subject School District feel the arts are indeed an important part of the elementary curriculum. However, the majority do not feel fully prepared to teach a quality elementary art curriculum and feel elementary art should be taught by art specialists.
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Ibrahim, Md Nasir. "The development of value awareness through art education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0022/MQ50524.pdf.

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Andiliou, Andrea. "Elementary art teachers' beliefs about creativity." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371727511.

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

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

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

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Education, Alberta Alberta. Art: Elementary teacher resource 1985. [Edmonton, Alta.]: Alberta Education, 1985.

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Layman, Gary. Touchstone art magic: An integrated curriculum approach to elementary art education. Ashland, OR: Touchstone Art Magic, 1985.

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Prasad, Devi. Art, the basis of education. New Delhi: National book Trust, 1998.

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Education, Alberta Alberta. Art: Elementary curriculum guide 1985. [Edmonton, Alta.]: Alberta Education, 1985.

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Getty Center for Education in the Arts., ed. Art education and human development. Los Angeles, CA: Getty Center for Education in the Arts, 1990.

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Prince Edward Island. Elementary Art Education Committee. Report of the Elementary Art Education Committee to the Minister of Education. Charlottetown, P.E.I: Elementary Art Education Committee, 1990.

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Art in story: Teaching art history to elementary school children. North Haven, Conn: Linnet Professional Publications, 1997.

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Saccardi, Marianne. Art in story: Teaching art history to elementary school children. 2nd ed. Westport, Conn: Teacher Ideas Press, 2007.

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Kriebel, Holtje Adrienne, ed. Creativities!: Art activities across the elementary curriculum. West Nyack, N.Y: Parker Pub. Co., 1991.

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House, Sharon Lee. Teaching in the elementary school: Fostering diversity through art education. Needham Heights, Mass: Ginn Press, 1992.

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Book chapters on the topic "Elementary art education"

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Diefes-Dux, Heidi A., Lindsay Whittenberg, and Roxanne McKee. "Mathematical Modeling at the Intersection of Elementary Mathematics, Art, and Engineering Education." In Reconceptualizing Early Mathematics Learning, 309–25. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6440-8_15.

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hicks, benjamin lee. "Beyond This or That: Challenging the Limits of Binary Language in Elementary Education Through Poetry, Word Art, and Creative Bookmaking." In Teaching, Affirming, and Recognizing Trans and Gender Creative Youth, 81–106. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56766-6_5.

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Taylor, Erika L., and Theodore J. Christ. "Elementary and Secondary Education Act (ESEA)." In Encyclopedia of Cross-Cultural School Psychology, 420–21. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_157.

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Vinner, Shlomo. "What Are Elementary Mathematics Teachers Expected to Know?" In Mathematics, Education, and Other Endangered Species, 105–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90035-3_13.

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Mitch, David. "The Elementary Education Act of 1870: Landmark or Transition?" In School Acts and the Rise of Mass Schooling, 301–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13570-6_13.

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Charman, Tony, Susan Hepburn, Moira Lewis, Moira Lewis, Amanda Steiner, Sally J. Rogers, Annemarie Elburg, et al. "Elementary and Secondary Education Act (No Child Left Behind)." In Encyclopedia of Autism Spectrum Disorders, 1069–70. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_152.

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Ruedel, Kristin. "Elementary and Secondary Education Act (No Child Left Behind)." In Encyclopedia of Autism Spectrum Disorders, 1666–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_152.

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Maranto, Robert, and Michael Q. McShane. "Reauthorizing the Elementary and Secondary Education Act: Challenging the Education Industrial Complex." In President Obama and Education Reform, 127–43. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137030931_7.

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Dubé, Adam K., Sabrina Shajeen Alam, Chu Xu, Run Wen, and Gulsah Kacmaz. "Tablets as Elementary Mathematics Education Tools: Are They Effective and Why." In Mathematical Learning and Cognition in Early Childhood, 223–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12895-1_13.

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Wittmann, Erich Christian. "Operative Proofs in School Mathematics and Elementary Mathematics." In Connecting Mathematics and Mathematics Education, 223–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_11.

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AbstractThis paper gives an account of the conceptual and practical approach to “operative proofs” that has been developed in the Mathe 2000 project. By means of some typical learning environments, this notion and its theoretical background are explained.
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Conference papers on the topic "Elementary art education"

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Li, Chenying. "New Perspective of Art Education Reform in Normal University under Elementary Art Education Reform." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.165.

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Ardipal. "Teachers in Art Education: What Elementary School Needs to Do More with Art Appreciation." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.43.

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Liao, Wen-Wei, and Rong-Guey Ho. "Applying Observational Learning in the Cloud Education System of Art Education in an Elementary School." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.45.

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Bambang, Girindraswari, Bambang Prihadi, Nawung Asmoro Girindraswari, Trie Hartiti Retnowati, and Wrin Probo Tyas. "Effectiveness of the Application of Mind Maps in Learning Illustration in Elementary Schools." In Proceedings of the International Conference on Art and Arts Education (ICAAE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icaae-18.2019.48.

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Nekrasova, O. G. "Ethno-artistic education in Krasnochikoy Elementary Art School in Transbaikalia. Experience and persuits." In Old Belief: History and Modernity, Local Traditions, Relations in Russia and Abroad. Buryat State University Publishing Department, 2015. http://dx.doi.org/10.18101/978-5-9793-0771-8-360-367.

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Ratnawati, Ria, Slamet Subiyantoro, and Budi Usodo. "Puppet Art Extracurricular for Education Noble Values of Javanese Culture in Elementary Schools." In 5th International Conference on Arts Language and Culture (ICALC 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.044.

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Yang, Jianying. "Implementing the Flipped Classroom in Elementary and Secondary Schools in China." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.34.

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Rahmawati, Agna Novia, Slamet Subiyantoro, and Endang Widiyastuti. "The Role of Art Education Through the Learning of Traditional Dance in Elementary School." In 4th International Conference on Arts Language and Culture (ICALC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200323.002.

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Bolier, Wendy, Wolfgang Hürst, Guido van Bommel, Joost Bosman, and Harriët Bosman. "Drawing in a Virtual 3D Space - Introducing VR Drawing in Elementary School Art Education." In MM '18: ACM Multimedia Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3240508.3240692.

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Gao, Qin. "Survey of West Yunnan Elementary Teacher Effectiveness in China." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.28.

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Reports on the topic "Elementary art education"

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Demartini-Svoboda, Jana. A study of art education in the elementary school curriculum as amplification of other academic subjects and as a promoter of creativity in the learning process. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3159.

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Robins, Simon. A Free-Market Response to the Elementary and Secondary Education Act: The Segregationist Background and Failed Experimentation of Education Vouchers in the 1970s. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.41.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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